Systems and methods for computerized interactive skill training

ABSTRACT

The present invention is directed to interactive training, and in particular, to methods and systems for computerized interactive skill training. An example embodiment provides a method and system for providing skill training using a computerized system. The computerized system receives a selection of a first training subject. Several related training components can be invoked, such as reading, watching, performing, and/or reviewing components. In addition, a scored challenge session is provided, wherein a training challenge is provided to a user via a terminal, optionally in video form.

COPYRIGHT RIGHTS

A portion of the disclosure of this patent document contains materialthat is subject to copyright protection. The copyright owner has noobjection to the facsimile reproduction by any one of the patentdocument or the patent disclosure, as it appears in the Patent andTrademark Office patent file or records, but otherwise reserves allcopyright rights whatsoever.

INCORPORATION BY REFERENCE TO ANY PRIORITY APPLICATIONS

Any and all applications for which a foreign or domestic priority claimis identified in the Application Data Sheet as filed with the presentapplication are hereby incorporated by reference under 37 CFR 1.57.

STATEMENT REGARDING FEDERALLY SPONSORED R&D

Not applicable.

PARTIES OF JOINT RESEARCH AGREEMENT

Not applicable.

REFERENCE TO SEQUENCE LISTING, TABLE, OR COMPUTER PROGRAM LISTING

Not applicable.

BACKGROUND OF THE INVENTION Field of the Invention

The present invention is directed to interactive training, and inparticular, to methods and systems for computerized interactive skilltraining.

Description of the Related Art

Many conventional skill training techniques and systems tend to trainusers on how to respond to test questions, typically by multiple choice,true/false, or written sentence completion, rather than providingadequate training on using those skills in a real-world environment.That is, interpersonal verbal responses.

Further, many conventional techniques for testing skills fail toadequately evaluate users' ability to utilize their skills in areal-world environment. That is, verbal interactions.

Still further, conventional training techniques and systems lack theability to certify/re-certify and assess/re-assess verbal skills andcompetencies.

While certain conventional techniques (e.g., flash cards, mirroring,video/voice recording of trainees) have attempted to provide trainingwith respect to verbal communication, such conventional techniques failto engage the trainee in consistent and quality deliberate verbalpractice and rehearsal with respect to verbal interactions. As a result,such conventional techniques typically fail to have a lasting effectwith respect to verbal communication. Similarly, “single-event” trainingand/or limited traditional “role-plays/scenarios/modeling” have failedto adequately embed skills in trainees. Still further, such conventionaltechniques fail to engage both cognitive and psycho-motor functions, andso further fail to adequately embed skills and knowledge.

In view of the conventional techniques and systems as discussed above,there is still a need for an effective and efficient system and methodthat provides training on using verbal skills in a real-worldenvironment.

SUMMARY OF THE INVENTION

Effective and efficient systems and methods providing consistent andlong lasting training on using verbal skills in a real-world environmenthave been surprisingly attained using computer-based systems and methodsdescribed herein.

The following presents a simplified summary of one or more aspects inorder to provide a basic understanding of such aspects. This summary isnot an extensive overview of all contemplated aspects, and is intendedto neither identify key or critical elements of all aspects nordelineate the scope of any or all aspects. Its sole purpose is topresent some concepts of one or more aspects in a simplified form as aprelude to the more detailed description that is presented later.

As discussed below, certain embodiments provide an interactiveperformance training system that is configured to facilitate knowledgeacquisition, marketplace/real world performance and behavioralembedding. In particular, certain embodiments utilize a computer-basedsystem (e.g., including a trainee terminal) that provides deliberateverbal practice and rehearsal to provide behavioral embedding.

An example embodiment includes a training system that engages the user(sometimes referred to as a trainee) in a training process. The exampletraining process is configured to train users in verbal interactions andoptionally in fields where a user needs to verbally interact in order toaffect others (e.g., sales, management, marketing, education, socialrelationships, etc.). By way of illustration, the system is configurableto teach a user how to train users to respond to “challenges” (astatement or question by another or a scenario that requires aresponse). The training system can include multiple training modules,wherein a module can include one or more challenges directed to aspecific subject. Optionally, for a given module, corresponding studysessions may be presented for each challenge in a specific logicalsequence (although optionally, the challenges in the study session maybe randomized). Once the user has completed the study sessions for allthe module's challenges, the user may be randomly (where the phrase“randomly” includes pseudo randomly) tested on the challenges, asdescribed below.

The example training process optionally includes a learning section, apractice section (where the combination of the learning and practicesessions are sometimes referred to as a study session), and a testsection. Use of the combination of the foregoing sections embeds theknowledge and skills being trained in the user's brain, and facilitatesthe transfer of such knowledge and skills to the real world, outside ofthe training environment.

The learning section optionally includes a reading component (e.g.,where the user will be textually told/shown what the user is to learn)and watching component (where the user will be shown via a role modelvideo how a response to a challenge is properly done, with an accuratearticulation of the relevant elements, with confidence, and withouthesitation). Optionally, the reading component displays more significantelements (e.g., key elements) that the user is to learn to respond to agiven challenge, where the more significant elements are embedded inphrases included contextual language. For example, the phrases mayoptionally include complete role model language that can be used inresponding to the challenge. Further, optionally the more significantelements are visually emphasized with respect to the contextuallanguage. It should be noted that optionally, the language of a “keyelement” within a given phrase does not have to be contiguous language.Each phrase is optionally separately displayed (e.g., displayed on aseparate line), with a visual emphasis element (e.g., a bullet or thelike) displayed at the beginning of each phrase.

The watching component audibly and visually shows the user how torespond to the challenge via a video. Unless the context indicatesotherwise, the term “video” refers to an analog or digital movie with anaudio track, where the movie includes an actual person and/or ananimation. For example, an audio video presentation can include ananimated avatar or other character that recites the model languagepresented in the reading component. In addition, while the avatar isreciting the model language, the key elements may be textuallydisplayed, without the surrounding contextual language. Thus, the avataracts as an automated coach that demonstrates to the user, in aconsistent and accurate manner, an example of how to respond to thechallenge. Optionally, the user can instruct the system to select one orboth of the following versions of the audiovisual responses provided bythe role model avatar:

-   -   i. the avatar delivers the full role model text (e.g., including        key elements, as well as the contextual text that surrounds and        binds those key elements together in a grammatically correct        and/or natural sounding script) of the reading user interface;    -   ii. the avatar only verbalizes the more focused “key element”        phrasing.

In particular, the user can choose between the foregoing versions orutilize both versions so as to enhance their learning andneuro-embedding.

The practice section includes a “perform” or “do it” component. In theperform component, a video of an avatar or other character verballypresenting the challenge in a simulation of a real-world scenario.Optionally, this avatar is a different avatar than that which recitedthe role model language. This is because the avatar in the performsection is not acting as a coach or role model, but is instead acting asa real world person that the user may encounter outside of the trainingscenario that is “challenging” the user. Thus, the avatar in thewatching section is providing the answer to the challenge from theavatar in the perform section. The user is to verbally and audiblyrespond to the challenge, but optionally no scoring is performed at thisjuncture. This is to provide a “safe” environment in which the user isto learn and perform, without the tension of being scored.

The practice section further includes a review component. The reviewcomponent textually displays the key elements, enabling the user to selfreview her/his performance during the perform component and furtherenables the user to reinforce what was taught in the reading andwatching components.

Optionally, navigation controls are provided via which the user cannavigate to a given component user interface for the current challengeand/or optionally for other challenges in the module. This enables usersto repeat components as desired and to spend more time on a learningtechnique that better suits their learning style. For example, if theuser's learning technique is more auditory and visual in nature, theuser may repeatedly navigate back to and view the watching userinterface. If, on the other hand, the user learns better by reading, theuser may repeatedly navigate back to and read the reading userinterface. Thus, if a user learns better by rehearsing, the user canfocus on the performing user interface; or, if the user learns better byrecording notes, the user can take notes via a pad of paper orelectronically via a notes user interface presented on the userterminal.

In addition, a table of contents is optionally provided at the beginningof a given module. Rather than simply providing a directory of sectionsor user interfaces, the table of contents begins preparing the user forthe training provided by the module. In particular, the table ofcontents includes a textual display of the challenges contained withinthe corresponding module, where the user can click on the textualdisplay or associated control, and then automatically proceed to thecorresponding challenge. Further, the table of contents also includes animage of a character (in video or optionally still form, where thecharacter may be a real person or a drawn/animated person such as anavatar) for a given challenge, wherein the character recites thechallenge and is the same character reciting the same challenge as thecharacter that recites the challenge on the performing user interfaceand/or within the scored challenges section. In an example embodiment,each character in the table of contents recites its challenge, in thesame order in which the characters and/or challenges will be presentedin the module, thereby providing a preview of all the module challenges.By letting the user know ahead of time what the user will be challengedon and how they will be challenged, positive tension is created (e.g.,positive excitement preceding learning and testing).

Optionally instead, the table of contents provides a directory ofsections or user interfaces without the audio and/or video components.Optionally, where a character is presented in the table of contents fora given challenge, it is a different character than the one reciting thegiven challenge via the performing user interface and/or within thescored challenges section. Further, where characters are presented inthe table of contents, they do not all have to recite challenges and donot have to recite the challenges in a predetermined order.

Once the user has completed the module study sessions, and feelsconfident that he/she has mastered the materials, the user then proceedsto the scored challenges section. The scored challenges section teststhe user's ability to articulate what the user has learned in the studyand practice sections. Optionally, the user may self assess (e.g., theuser will score her/himself) and then will be tested by another withrespect to each challenge in the module.

The scored challenges section may present the challenges randomly tomore closely reflect the real world. Optionally, this randomization canbe turned off and the user and/or management may optionally focus onparticular scored challenges that the user needs more practice in (e.g.,a determined from past training sections or from real world difficultiesexperienced by the user) and/or that are relatively more important tothe user and/or management. The scored challenges may optionally bepresented in a non-random, specific, predictable order, such as in caseswhere subsequent challenges build on concepts presented in previouschallenges. For example, in teaching a user to recite a speech thatcontains four challenges, these challenges would not be randomized,because the flow of the speech is always in the same sequence.

In an example embodiment, the scored challenges section includes one ormore of the following categories:

-   -   Accuracy of verbalizing the key elements (this score assesses        real-world verbal delivery with respect to correct content);    -   Speed of initially responding (this score assesses the user's        speed of initially responding, and typically reflects the impact        of the perceived credibility of the user upon the ultimate        recipient of the communication);    -   Confidence of responses (this score also assesses the        credibility that will be conveyed, and with increased confidence        the user will experience increased “engagement satisfaction” in        the real world for users (for example, job satisfaction, etc.)).

Advantageously, certain embodiments enable objective testing ofchallenge responses, even though the challenge responses are verbal innature. The scoring techniques described herein eliminate or greatlyreduce subjectivity with respect to scoring the user response accuracy,the speed of initially responding, and the confidence of the response.

Once the user views his/her scores for each challenge, he/she willdiscover which challenges he/she is strongest in responding to and whichchallenges he/she is weakest in responding to. Thereafter, the user cango back to the corresponding study sections of the module so that he/shecan particularly focus upon the challenges he/she needs to work on themost, and then retake the scored challenges.

An example embodiment provides a training system configured to train auser, comprising: a server; a network interface coupled to the server; atangible computer-readable medium having computer-executableinstructions stored thereon that, if executed by a computing device,cause the computing device to perform a method comprising: receiving anidentification of a training module, the module including at least afirst set of challenges including a plurality of challenges that includea statement or question regarding a subject that a user is to be trainedto verbally respond to; transmitting for presentation on a user terminala table of contents including an entry for each of the plurality ofchallenges, where the user can navigate to a selected one of theplurality of challenges via the table of contents, wherein a given entryfor a challenge in the table of contents includes text of thecorresponding challenge and an audio video presentation, wherein theaudio video presentation presents an animated avatar that audiblypresents the corresponding challenge, the animated avatar having lipmotions at least substantially synchronized with the audibly presentedcorresponding challenge; wherein the audio video challenge presentationsincluded in the table of contents are automatically presented one at atime in a predetermined order; for each of the plurality of challenges,in response to a user action, transmitting for presentation on the userterminal user interfaces associated with a learning session and userinterfaces associated with a practice session, wherein: the learningsession includes a reading section configured to train the user in howto respond to the challenge using text, and a watching section,configured to train the user to respond to the challenge using an audiovideo presentation, wherein the reading section includes a reading userinterface configured to present via text and without a video component:the challenge; a plurality of guideline language constructs that providea model answer to the challenge, wherein the guideline constructs are inthe form of text positioned so that each guideline language construct isspaced apart from at least one other guideline language construct, andwherein each of the guideline language constructs includes: a keyelement which the user is to memorize; and contextual language in whichthe key element is embedded, wherein computer-executable instructionsare configured to cause the key element to be visually distinguished viaan attribute not present in the contextual language; wherein thewatching section includes a watching user interface configured topresent: a textual representation of the key elements previouslypresented via the reading user interface, wherein the key elements arenot embedded in the guideline language constructs; an audio videopresentation of a first avatar audibly presenting the guideline languageconstructs, including the key elements, presented via the reading userinterface and/or audibly presenting the key elements without theguideline language constructs, wherein the first avatar has lip motionsat least substantially synchronized with the audible guideline language;wherein the practice session user interfaces include: a performing userinterface, wherein the performing user interface includes an audio videopresentation of a second avatar, wherein the second avatar has adifferent appearance then the first avatar, wherein the second avataraudibly presents the challenge presented via the reading and watchinguser interfaces, wherein the user is to verbally provide a response tothe challenge, the response including each of the key elements presentedvia the watching user interface for that challenge; a review userinterface configured and arranged to include at least a textualrepresentation of key elements previously presented via the watchinguser interface; in response to at least one user action, transmittingfor presentation on the user terminal user interfaces associated with ascored challenge session configured to test the user with respect to thechallenges included in the module, wherein for each challenge on whichthe user is to be tested the scored challenge user interface includes:the second avatar audibly presenting a randomly selected challenge fromthe plurality of challenges, wherein the second avatar has lip motionsat least substantially synchronized with the audible randomly selectedchallenge, and wherein the user is to audibly respond to the randomlyselected challenge by at least presenting corresponding key elements; ascoring interface for the randomly selected challenge, the scoringinterface configured to receive and/or provide at least the followingscoring information: how accurately the user audibly presented the keyelements corresponding to the randomly selected challenge; how fast theuser began responding to the randomly selected challenge; how confidentthe user seemed when responding to the randomly selected challenge;transmitting for presentation on the user terminal at least onenavigation control via which the user can provide navigationalinstructions that enable the user to navigate to a desired userinterface.

An example embodiment provides tangible computer-readable medium havingcomputer-executable instructions stored thereon that, if executed by acomputing device, cause the computing device to perform a methodcomprising: for each of a plurality of challenges in a training module,wherein a challenge is a statement or question that a user is to respondto, transmitting for presentation on a user terminal user interfacesassociated with a learning session and user interfaces associated with apractice session, wherein: the learning session includes a readingsection configured to train the user in how to respond to the challengeusing text, and a watching section, configured to train the user torespond to the challenge using an audio video presentation, wherein thereading section includes a reading user interface configured to presentvia text: the challenge; a plurality of guideline language constructsthat provide a model answer to the challenge, wherein each of theplurality of guideline language constructs includes: a key element; andcontextual language in which a corresponding key element is embedded,wherein computer-executable instructions are configured to cause thecorresponding key element to be visually distinguished via an attributenot present in the contextual language; wherein the watching sectionincludes a watching user interface configured to present: a textualrepresentation of the key elements previously presented via the readinguser interface, wherein the key elements are not embedded in theguideline language constructs; an audio video presentation of a firstcharacter audibly presenting the guideline language constructs,including the key elements, and/or audibly presenting the key elementswithout the guideline language constructs, wherein the first characterhas lip motions at least substantially synchronized with the audiopresentation; wherein the practice session user interfaces include: aperforming user interface, wherein the performing user interfaceincludes an audio video presentation of a second character, wherein thesecond character has a different appearance then the first character,wherein the second character audibly presents the challenge presentedvia the reading and watching user interfaces, wherein the user is toverbally provide a response to the challenge, the response including keyelements presented via the watching user interface for that challenge; areview user interface configured and arranged to include at least atextual representation of key elements previously presented via thewatching user interface; in response to at least one user action,transmitting for presentation on the user terminal user interfacesassociated with a scored challenge session configured to test the userwith respect to challenges included in the module, wherein for achallenge on which the user is to be tested the scored challenge userinterface includes: at least one character audibly presenting a randomlyselected challenge from the plurality of challenges, wherein the atleast one character has lip motions at least substantially synchronizedwith the audible randomly selected challenge, and wherein the user is toaudibly respond to the randomly selected challenge by at leastpresenting corresponding key elements; a scoring interface for therandomly selected challenge, the scoring interface configured to receiveand/or provide at least the following scoring information: howaccurately and/or completely the user audibly presented the keyelements; transmitting for presentation on the user terminal at leastone navigation control via which the user can provide navigationalinstructions that enable the user to navigate to a desired userinterface.

Optionally, a character design user interface including one or moremenus of clothing and body parts via which characters can be generatedvia a user selection of one or more body parts and one or more articlesof clothing is provided for display; and optionally a user interface viawhich a background corresponding to a real world environment can beselected to be displayed in association with at least one generatedcharacter is provided for display.

An example embodiment provides a tangible computer-readable mediumhaving computer-executable instructions stored thereon that, if executedby a computing device, cause the computing device to perform a methodcomprising: for a first challenge in a training module, wherein thefirst challenge is a statement or question that a user is to respond to,transmitting for presentation on a user terminal user interfacesassociated with a learning session and user interfaces associated with apractice session, wherein: the learning session includes a readingsection configured to train the user using text in how to respond to thefirst challenge, and a watching section, configured to train the userusing an audio video presentation to respond to the first challenge,wherein the reading section includes a reading user interface configuredto present via text: the first challenge; a guideline language constructthat provides a model answer to the first challenge, wherein theguideline language construct includes: a key element; and contextuallanguage in which the key element is embedded, wherein the key elementis caused to be visually distinguished from the contextual language;wherein the watching section includes a watching user interfaceconfigured to present: a textual representation of the key element; anaudio video presentation of a first character audibly presenting theguideline language construct, including the key element, and/or audiblypresenting the key element without the guideline language construct,wherein the first character has lip motions at least substantiallysynchronized with the audio presentation; wherein the practice sessionuser interfaces include: a performing user interface, wherein theperforming user interface includes an audio video presentation of asecond character, wherein the second character audibly presents thefirst challenge, wherein the user is to verbally provide a response tothe first challenge, the response including at least the key element; areview user interface configured and arranged to include at least atextual representation of the key element; in response to at least oneuser action, transmitting for presentation on the user terminal userinterfaces associated with a scored challenge session configured to testthe user with respect to at least the first challenge, wherein thescored challenge user interface includes: at least one charactervisually and audibly presenting the first challenge, wherein the atleast one character has lip motions at least substantially synchronizedwith the audible first challenge, and wherein the user is to audiblyrespond to the first challenge by at least presenting the key element; ascoring interface, the scoring interface configured to receive and/orprovide at least the following scoring information: how accuratelyand/or completely the user audibly presented the key element; andtransmitting for presentation on the user terminal at least onenavigation control via which the user can provide navigationalinstructions that enable the user to navigate to a desired userinterface.

An example embodiment provides a computer based method of training,comprising: for a first challenge in a training module, wherein thefirst challenge is a statement or question that a user is to respond to,electronically transmitting for presentation on a user terminal: areading user interface configured to present via text: the firstchallenge; a guideline language construct that provides a model answerto the first challenge, wherein the guideline language constructincludes: a key element; and contextual language in which the keyelement is embedded, wherein the key element is caused to be visuallydistinguished from the contextual language; a watching user interfaceconfigured to present: a textual representation of the key element; anaudio video presentation of a first character audibly presenting theguideline language construct, including the key element, and/or audiblypresenting the key element without the guideline language construct,wherein the first character has lip motions at least substantiallysynchronized with the audio presentation; a performing user interface,wherein the performing user interface includes an audio videopresentation of a second character, wherein the second character audiblypresents the first challenge, wherein the user is to verbally provide aresponse to the first challenge, the response including at least the keyelement; a review user interface configured and arranged to include atleast a textual representation of the key element; in response to atleast one user action, transmitting for presentation on the userterminal user interfaces associated with a scored challenge sessionconfigured to test the user with respect to at least the firstchallenge, wherein the scored challenge user interface includes: atleast one character visually and audibly presenting the first challenge,wherein the at least one character has lip motions at leastsubstantially synchronized with the audible first challenge, and whereinthe user is to audibly respond to the first challenge by at leastpresenting the key element; a scoring interface, the scoring interfaceconfigured to receive and/or provide at least the following scoringinformation: how accurately and/or completely the user audibly presentedthe key element; and transmitting for presentation on the user terminalat least one navigation control via which the user can providenavigational instructions that enable the user to navigate to a desireduser interface.

An example embodiment provides a training system configured to train auser, comprising: a server; a network interface coupled to the server; atangible computer-readable medium having computer-executableinstructions stored thereon that, if executed by a computing device,cause the computing device to perform a method comprising: for a firstchallenge in a training module, wherein the first challenge is astatement or question that a user is to respond to, electronicallytransmitting for presentation on a user terminal: a reading userinterface configured to present via text: the first challenge; aguideline language construct that provides a model answer to the firstchallenge, wherein the guideline language construct includes: a keyelement; and contextual language in which the key element is embedded,wherein the key element is caused to be visually distinguished from thecontextual language; a watching user interface configured to present: atextual representation of the key element; an audio video presentationof a first character audibly presenting the guideline languageconstruct, including the key element, and/or audibly presenting the keyelement without the guideline language construct, wherein the firstcharacter has lip motions at least substantially synchronized with theaudio presentation; a performing user interface, wherein the performinguser interface includes an audio video presentation of a secondcharacter, wherein the second character audibly presents the firstchallenge, wherein the user is to verbally provide a response to thefirst challenge, the response including at least the key element; areview user interface configured and arranged to include at least atextual representation of the key element; in response to at least oneuser action, transmitting for presentation on the user terminal userinterfaces associated with a scored challenge session configured to testthe user with respect to at least the first challenge, wherein thescored challenge user interface includes: at least one charactervisually and audibly presenting the first challenge, wherein the atleast one character has lip motions at least substantially synchronizedwith the audible first challenge, and wherein the user is to audiblyrespond to the first challenge by at least presenting the key element; ascoring interface, the scoring interface configured to receive and/orprovide at least the following scoring information: how accuratelyand/or completely the user audibly presented the key element; andtransmitting for presentation on the user terminal at least onenavigation control via which the user can provide navigationalinstructions that enable the user to navigate to a desired userinterface. Optionally, the method further comprises detecting theinitiation of a verbal challenge response by the user, wherein theverbal challenge response is made after the first challenge has beenpresented; optionally identifying a speech disfluency at the beginningof the verbal challenge response, determining how long it took the userto initiate the response relative to the presentation of the firstchallenge; and generating a score related to how quickly the userinitiated the challenge response, wherein the act of determining howlong it took the user to initiate the response relative to thepresentation of the first challenge does not include the time at whichthe user articulated the speech disfluency as the initiation of theresponse.

An example embodiment provides a training system configured to train auser, comprising: an optional server; an optional network interfacecoupled to the server; a tangible computer-readable medium havingcomputer-executable instructions stored thereon that, if executed by acomputing device, cause the computing device to perform a methodcomprising: for a first challenge in a training module, electronicallytransmitting for presentation on a user terminal: a first user interfaceconfigured to present via text: the first challenge; a guidelinelanguage construct that provides an example answer to the firstchallenge, wherein the guideline language construct includes: asignificant element; and contextual language in which the significantelement is embedded, wherein the significant element is caused to bevisually distinguished from the contextual language; a second userinterface configured to present: a textual representation of thesignificant element; an audio video presentation of a first characteraudibly presenting the guideline language construct, including thesignificant element, and/or audibly presenting the significant elementwithout the guideline language construct, wherein the first characteroptionally has lip motions at least substantially synchronized with theaudio presentation; a third user interface, wherein the third userinterface includes an audio video presentation of a second character,wherein the second character audibly presents the first challenge,wherein the user is to verbally provide a response to the firstchallenge, the response including at least the significant element; afourth user interface configured and arranged to include at least atextual representation of the significant element; in response to atleast one user action, optionally transmitting for presentation on theuser terminal user interfaces associated with a scored sessionconfigured to test the user with respect to at least the firstchallenge, wherein the scored session user interface includes: at leastone character visually and audibly presenting at least one challengerelated to or the same as the first challenge; a scoring interface, thescoring interface configured to receive and/or provide at least thefollowing scoring information: how accurately and/or completely the useraudibly responded to the first challenge (e.g., using the significantelement); and optionally transmitting for presentation on the userterminal at least one navigation control via which the user can providenavigational instructions that enable the user to navigate to a desireduser interface.

BRIEF DESCRIPTION OF THE DRAWINGS

Embodiments of the present invention will now be described withreference to the drawings summarized below. These drawings and theassociated description are provided to illustrate example embodiments ofthe invention, and not to limit the scope of the invention.

FIG. 1 illustrates an example networked system that can be used with thetraining system described herein.

FIGS. 2A-R illustrate example study user interfaces.

FIGS. 3A, 3A1-3A3 illustrate additional example process flows.

DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS

The present invention is directed to interactive training, and inparticular, to methods and systems for computerized interactive skilltraining.

The inventors have discovered that one of the greatest deficits withrespect to conventional training of users in verbal performance is lackof consistent and quality deliberate verbal practice and rehearsal.Further, conventional approaches using role playing generally fail,because unless one is a professional actor, “role playing, verbalpractice and verbal rehearsal” is generally loathed and creates highlevels of anxiety in those that need this level of practice andrehearsal, as verbal skills closely define one's self-image. Certainindividuals will state that they are always practicing as they areconstantly speaking all the time. However, without proper structuredtraining (e.g., via deliberate verbal practice and rehearsal provided byembodiments described herein), these individuals are merelyinstitutionalizing their current performance level. Further, traditionalrole playing will not work if the individual playing the role modeland/or those assessing each other do not have high levels of competencyregarding what are and are not correct answers. This is especially truefor most or all management levels who rarely verbally rehearse theirinteractions with employees or other managers.

Unfortunately, conventional approaches that attempt to get people toparticipate in more verbal practice generally meet with a high level ofresistance. Examples of such conventional approaches include flashcards, mirroring, and video/voice recording of trainees, where the useris supposed to articulate what they are expected to articulate in thereal world. Such conventional approaches generally fail to providesufficient levels of high frequency and high quality practice andrehearsal, and further fail to provide adequate “emotional engagement”of the learner (e.g., the learner does not really “try their best” asthey would in the real world, but instead simply tries to get throughthe training and get it over with without expending too much mentaleffort).

Effective and efficient systems and methods providing consistent andlong lasting training on using verbal skills in a real-world environmenthave been surprisingly attained using computer-based systems, methods,and “recipes”/formulas described herein.

As will be described herein, certain embodiments of the presentinvention provide an interactive performance training and coachingsystem that is configured to facilitate knowledge acquisition,marketplace/real world performance and behavioral embedding. Inparticular, certain embodiments utilize a computer-based system thatprovide deliberate verbal practice and rehearsal to provide behavioralembedding.

While the term “computer-based” is utilized it should be understood thatthe training provided by the computer-based system can be delivered to atrainee via the Internet, an intranet, portable memory (e.g., CD-ROMdisk, DVD disk, solid state memory, magnetic disk), or fixed, internalmemory (e.g., a magnetic disk drive), etc.

Embodiments described herein can be utilized with respect to trainingusers for various situations/applications involving verbal expressionand interaction. For example, certain embodiments can be adapted andutilized to train a user to operate in marketplaces, management,industries, and fields of work that involve human interaction, as wellas in other social interactions (e.g. with family, friends, speakingengagements, etc.). Further, systems and methods are provided to enablecontent to be quickly customized for a particular use. For example, thetext and audio component can be in any desired language, where anauthor/designer can “drop” in the desired text and audio for a givenuser interface in the desired language. Multiple versions of an audiotrack can be prerecorded and then appropriately selected and assigned toa given character/user interface. Optionally, for example, if there is anumber series that might change, various versions of the same audio canbe recorded during a single recording session, and then the appropriateone is selected (e.g., the audio recordings may recite “for only $10”,“for only $12,” etc.), as needed. Therefore, the designer would not haveto retain again the person who recorded the original voice recordingand/or would not have to record the entire script or major portionstherein over again in order to accommodate certain changes to thescript. This reduces the cost of creating new, but similar versions andthe time to do so. Further, the appearance and characteristics of thecharacters/avatars in the video component can be easily changed to adesired age, cultural, national, or ethnic group. It is understood thatthe term “character” as used herein can refer to one or more animatedcharacters or videos of real people, unless the context indicatesotherwise.

As discussed above, certain embodiments can be adapted to differenttypes of work and job functions as well as to a variety of personalsituations. Further, certain embodiments can be utilized to train a userwith respect to some or all of the following: interactions betweenemployees and customers, between the user and internal clients, betweenmanagers and employees, between managers and other managers, betweenteachers and students, between family members, and other social,business, and educational situations. In addition, certain embodimentsare applied to protocols, such as those relating to medicine, safety,etc.

Further, utilization of certain embodiments can result in an increase inperformance in sales, service, compliance, managing, coaching, and otherareas that rely on interpersonal relationships for success. In addition,utilization of certain embodiments enhances the competences of managersand training coaches. Advantageously, certain embodiments optionallyprovide automated “self-coaching.” Certain embodiments enable a user todynamically adapt the training process to the user's personal learningstyle and performance characteristics and preferences.

Many of the benefits of systems and methods disclosed herein utilizeadvanced neuroscience theory and apply such theory to learning andtraining. It is understood that the benefits may be optional and not allbenefits need to be present in a given embodiment.

Systems and processes described herein automate deliberate verbalperformance practice, rehearsal, and testing. Optionally, testing is“randomized” to simulate the unpredictability of real-worldenvironments. Further, certain embodiments “teach and test” at the sametime, wherein the user is presented with verbal challenges that simulaterelevant real-world situations, and to which the user needs to verballyrespond.

By utilizing “real-world” verbal answers rather than justmultiple-choice or true/false responses, certain embodiments teach andtest for true, embedded knowledge and skills, rather than simply“prompted knowledge,” as is the case with systems that rely onmultiple-choice or true/false questions and responses. This enablesentities employing systems and methods disclosed herein to focuslearning on learning interactions where individuals/teams are expectedto respond without “reference sources”, which reflects the vast majorityof real human interactions.

Furthermore, by utilizing “real-world” verbal answers rather than just“typed-in answers,” which fail to simulate real-world experience, or“automated verbal voice recognition”, which has a high failure rate, isslow, and does not offer blended human interaction, the transfer oflearned skills is much more successfully translated into the real world.

The inventors have realized that multiple exposures to different,purpose-built scenarios which a trainee will face in real life, incombination with logical and deliberate verbal practice and rehearsalprovides continuous learning and engagement that will result inaccelerated and compressed experiential learning. Further, such logicaland deliberate verbal practice and rehearsal will enhance the trainee'sfluency, automaticity, and generalization, so that the knowledge that isexpected to be learned and articulated becomes “second nature” andrelatively automatic, leaving the trainee's mind free to thoughtfullynavigate clues and opportunities in dealing with others. As a result ofsuch fluency and automaticity, the trainee will be able to “generalize”from what they learned and apply it to a new or novel situation, astypically occurs in the real world.

By way of illustration, training provided using systems and methodsdescribed herein can improve employee's interactions with customers,with resulting increases in sales, customer satisfaction, and customerloyalty. Further, when embodiments are used to train managers andcoaches, there is a resulting enhancement in leadership, management,implementation of administrative functions, and performance coaching.Further, the resulting increase in a trainee's competence will furtherresult in an increase in self-confidence and personal satisfaction inknowing that they are prepared for encounters with consistentbest-practice behaviors. This increased self-confidence results in amore satisfied performer having better internal comfort, which in turnresults in still higher levels of overall performance and jobsatisfaction.

In addition, certain embodiments can be used by a trainee training aloneand/or with others who act as facilitators. These facilitators can bepeers, managers/leaders, trainers, and/or learning professionals. Thisoptional approach advantageously creates the ability for self-study withor without facilitator accountability, dual learning for bothparticipants, and compresses learning time. Further, certain embodimentsprovide practical and “emotional” simulation, as the user acts as if thecharacter is a real world person, thereby enhancing engagement,attention, focus, and fun (e.g., in the form a “video learning game”).

As discussed elsewhere herein, certain embodiments enable the trainingprocess and content to be customized, where modules and challenges canbe rapidly created. This is achieved through a model where acompany/user can “drop in” their own desired text, audio, and/or videocontent via easy to use interfaces. In this regard, there is“prioritized relevancy”. That is, custom modules are optionally builtbased upon prioritized relevancy so that the training/learning has asubstantially immediate practical application in the real-worldmarketplace. Thus, modules can be “purpose built,” which creates focuson the most or more important concepts to the user'semployer/organization and/or user. Furthermore, training modules areoptionally configured to be story and/or context-based to furtherfacilitate the embedding of the training and to make the training moreenjoyable and to reflect real-world situations.

As many modules as deemed desirable may be created for a given trainingprocess. This enables multiple challenges/scenarios for similarsituations, reflecting the real-world where situations presentdifferently. By way of analogy, in medicine, not all cases of pneumoniapresent in identical fashion. Therefore, physicians are trained fordifferent symptom presentations through “multiple scenarios.”

Certain embodiments solve the problem of training fall-off, the lack ofbehavioral embedding, and “consistent inconsistency”, as suchembodiments provide for and encourage continuous learning. This isachieved through frequent, regular (e.g., daily, weekly, monthly, orother scheduled or unscheduled regular or irregular timing) training,deliberate verbal rehearsal/practice, and reinforcement, thus takingadvantage of recent understandings provide by neuroscience research.

Further, certain embodiments employ “learning ergonomics”, recognizingthat if users are comfortable with and/or enjoy the process they aremuch more likely to continue to utilize the training system. Because thesystem produces good results that are observable by the user, where theuser can see that the training system and process work and have improvedthe user's performance, the user is much more likely to continueutilizing the training system for this reason as well. Additionally,such embodiments more fully engage participants by providing verbalinteractivity using consistent and deliberate verbal practice andrehearsal.

An overview of an example training system will now be described.However, other embodiments may have different configurations, differentuser interfaces, fewer or additional user interfaces, different scoringtechniques, etc.

An example training process can include one or more modules, where eachmodule includes one or more challenges (e.g., up to, but typically nomore than 12 challenges, or more than 12 challenges) that focus upon aparticular topic. Challenges may include simple and/or complex questionsand/or statements, as well as simple and/or complex scenarios, problems,etc. For example, if the training is directed to training a salesassociate in how to make sales, a challenge may be a statement orquestion from a customer regarding a product offering to which the useris to respond to. By way of further example, the challenge may be arequest for a statement of policy or procedure asked by manager. Anumber of modules may be needed to complete the training for a giventopic. A given module can optionally include homogenous and relatedchallenges.

A given challenge is associated with multiple user interfaces thatinvolve reading, watching, practicing, and reviewing. An exampleembodiment contains four interfaces for a given challenge that providethe corresponding functions of engaging the trainee in reading,watching, performing and reviewing, as discussed below, althoughdifferent interfaces may be used as well. Further, a given userinterface may be formatted and sized to fit on single “screen”, or maybe provided using more than one screen (e.g., two, three, four, etc.).Optionally, two or more of the reading, watching, performing andreviewing interfaces are displayed at the same time via the same screen.

As will be discussed below, once a user has proceeded through thereading, watching, performing and reviewing sections for each of themodule's challenges, the user will then be tested and scored on his orher skills and knowledge for that module.

The four interfaces enable different learning styles of different usersto be accommodated. Further, a user can work and navigate within theinterfaces to enhance neuro-embedding of the training subject matter.Such neuro-embedding is further enhanced by optionally allowing,encouraging, or instructing the user to take notes while accessing someor all of the training sections and user interfaces. These notes areoptionally not to be accessed when utilizing the performing interface orthe scored challenge interface (e.g., the system locks out and preventsaccess to stored notes while these interfaces are presented).

Challenges are selectively presented by the training systems via userinterfaces, some of which include text, audio, and video formats. Aspreviously discussed, there can be one or many challenges per module(although preferably the number of challenges is selected to prevent atrainee from becoming bored or overwhelmed (e.g., typically 12 or lesschallenges/module)). Further, there can be one or many modules. Stillfurther, optionally a single module can cover a given concept or aseries of modules can be provided that individually serve as buildingblocks towards providing a comprehensive training solution to meet morecomplex needs. As previously discussed, modules can be created to enablethe training of a variety of learning and verbal skill sets, such assales, service, management, compliance, social skills, educationalskills at all grade levels, public speaking, etc.

In an example embodiment, there are two section types, a study sectionand a scored challenge section. The study section includes four userinterfaces, wherein a “learning” section includes 2 user interfaces anda “practice” section includes two user interfaces. The learningsub-section includes a “reading” user interface and a “watching” userinterface. The practice section includes a “performing” user interfaceand a “reviewing” user interface. Furthermore, the verbal challengesprovided in the study and scored challenge sections optionally perfectlyalign with the textual display of the challenges in the table ofcontents. The foregoing interfaces help encode information as theyimpact multiple areas of the brain. Optionally, for a given module,corresponding study sessions may be presented for each challenge in aspecific logical, linear sequence (although optionally, the challengesin the study session may be randomized).

In addition, a table of contents is optionally provided at the beginningof a given module. Optionally, rather than simply providing a directoryof sections or user interfaces, the table of contents begins preparingthe user for the training provided by the module. In particular, thetable of contents optionally includes a textual display of thechallenges contained within the corresponding module, where the user canclick on the textual display or associated control, and thenautomatically proceed to the corresponding challenge. Further, the tableof contents also includes an image of a character (in video oroptionally still form, where the character may be a real person or adrawn/animated person) for a given challenge, wherein the character thatrecites the challenge is the same character as the character thatrecites the challenge on the practice user interface and/or theperforming user interface within the scored challenges section.Optionally, the characters in the table of contents do not recite thechallenge. Optionally the characters in the table of contents aredifferent than the characters that recite the challenge in the practiceuser interface and/or the scored challenges section. Optionally, thecharacters challenge the users in the first person. Optionally, insteadof or in addition to stating challenges, the characters instruct theuser what they will have to verbally answer in the practice and/orscored sections as discussed below.

In an example embodiment, when the table of contents is initiallypresented, optionally first a tableaux of all the characters (or aselected number of characters) is displayed as a group, where thecharacters are not reciting challenges and the tableaux is presented asa static image. Then, one by one, each character recites its challenge,in the same order in which the characters and/or challenges will bepresented in the module.

Optionally, when a given character recites its challenge in the table ofcontents, the speaking character fills all or more of the screen, andthe other characters are removed from the user interface, or optionallythe character reciting its challenge is made larger than thenon-speaking characters and/or the speaking character is presented inthe foreground and the non-speaking characters are moved to thebackground or are not displayed at all. This efficiently utilizes screenreal estate without obscuring the most significant character at anygiven moment. Optionally, the tableaux of all the characters (or aselected number of characters) is displayed after (instead of, or inaddition to before) the audio video presentation of each avatar recitingtheir corresponding challenge. Thus, the table of contents provides anovel and easy to use interface that not only enables users to navigate,but also prepares and orients the user for the training ahead. Oneoptional benefit of utilizing the audiovisual characters in the table ofcontents, as compared to the traditional text methodology, is theaudiovisual characters work much better in getting the user's attention,which further facilitates learning. In addition, neuroscience researchdemonstrates that when there is the proper amount of “healthy tension,”dopamine is released which enhances the user's attention and subsequentlearning.

The table of contents also optionally includes pause, play, fastforward, rewind and/or replay controls with respect to the audio/visualpresentations. For example, the table of contents may initially displaythe characters statically and/or without an audible content. When theuser presses a play control for a given challenge, the video and/oraudio will then be played or replayed. After the user has experiencedthe table of contents, the user then proceeds to the first of theinterfaces in the first challenge (or optionally, a challenge selectedby the user via the table of contents). In addition, while normally auser would proceed to the first interface of the challenge (and thensequentially to the second, third, and fourth user interfaces),optionally the user can navigate via a navigation control directly toany of the challenge user interfaces so that the user can engage theuser interfaces in an order desired by the user, and can selectivelyrepeat user interfaces.

The inventors have discovered that using an animation of an entity, suchas a person, (sometimes referred to herein as an “avatar”), as opposedto a real person, to recite the challenge offers certain advantages.With respect to avatars, users will focus on learning to a greaterdegree with avatars than with videos of actual people. This is becauseusers do not “judge” avatars in the same way they judge real people, andso are not distracted by such judgments. Additionally, avatars allow forcustomized modules to be rapidly developed and deployed, with theappropriate diversity, cultural correctness, and in multiple languages.Where the context so indicates, the term “character” as used herein isintended to refer to either an avatar (an animated person or otheranimated entity) or a real person or entity. Further, as discussedabove, the use of avatars rather than a video of real people can greatlyreduce system memory requirements and processor load.

For example, certain embodiments include an avatar generation modulethat enables avatars and/or the backgrounds to be customized byselecting from menus (e.g., palettes or drop down menus) such items ashair style, hair color, skin color, clothing, facial characteristics(e.g., shape of the eyes, lips, the presence and grooming of facialhair, wrinkles, etc.), etc., to specify an avatar that corresponds to aperson the trainee may encounter in real life given their geographicallocation and job function. Further, the author/designer selecting andbuilding the course content may select and specify a background to bedisplayed in the video in conjunction with the avatar. For example, ifan avatar is supposed to represent a bank customer, a bank interior maybe selected and displayed in the background. If the avatar is supposedto represent a customer in a jewelry store, a jewelry interior may beselected and displayed in the background. The author/designer can thenstore the specifications for the avatar and background, specify whatmodules, challenges, and user interfaces it is to be used in, andassociate audio that the avatar will speak via the user interfaces. Inaddition, an author/designer can retrieve and modify an existing avatar(e.g., change the clothes of an avatar for a different scene), ratherthan have to start from scratch. The use of customized avatars, ratherthan videos of actual persons, also greatly reduces the memory thatwould otherwise be needed to store many different videos of actualpeople of different age, cultural, national, or ethnic groups speakingdifferent languages. Further, the load on the system processor(s) isgreatly reduced when rendering avatars as opposed to decoding anddisplaying stored videos of real people. Thus, the use of avatars in thetraining processes also addresses the technical challenge of quickly andefficiently developing training characters and of displaying acustomized character via a training user interface.

Optionally, users can access existing modules and mix and match them tocreate new modules that contain both the study and scored challengecomponents.

For example, in order to develop a module for vocabulary, a user (e.g.,an educator and/or or student), could select a subset of words (e.g., 10words) out of a much larger vocabulary list (e.g., 200 words) that theywould want to focus upon. In this example, the larger vocabulary listalready has been programmed into modules/challenges. As each vocabularyword would represent a challenge, the person who wants to create thecustom mix and match module selects, for example, ten vocabulary wordsfrom the existing vocabulary word list (accessed from memory andpresented by the system), and optionally clicks on the desired words oroptionally types in the desired words, and the system automaticallyassembles these words into challenges within one or more modules. It isunderstood that the components heretofore discussed regarding thecomposition of modules can be automatically assembled in this manner.

Optionally, the system is configured so that a user (which may be a dataentry person, a programmer, an instructor, a manager, a trainee, orother authorized person) types in the text (e.g., key elements,guideline language, etc.) and/or selects (and optionally edits)preexisting text (e.g., from a menu of preexisting text), to bedisplayed via the various user interfaces (e.g., the reading interface,the watching user interface, etc.) using one or more text input/textselection user interfaces. The system then automatically populates thecorresponding text portions of the user interfaces (e.g., the reading,watching, performing, reviewing and/or scored challenges interfaces).Where the same text is to be displayed on more the one interface (e.g.,the key elements), optionally, the user only has to enter the text once(e.g., via key elements input fields), and the system automaticallypopulates each user interface having the common text (e.g., thewatching, performing, reviewing, scored challenge user interfaces).Optionally, the system automatically emphasizes (bolds, highlights,italicizes, etc.) certain text with respect to surrounding text. Forexample, the system may automatically (or in response to userinstructions) visually emphasize the key elements when embedded incontextual language and presented via the reading using interface. Theuser could optionally select from a “bank” of avatars and then populatethe corresponding interfaces accordingly.

Optionally, in order to customize what the avatars recite, the userrecords one or more voices via a microphone coupled to the system orother recording device. The user then selects, via a user interface, avoice recording file and associates it with a selected avatar (e.g.,selected from a menu of avatars). The system then synchronizes the voicerecordings with the selected avatars, and migrates the result to theappropriate watching, performing, scored challenge, and/or otherinterfaces. Optionally, manual or automated animation of the avatars isperformed with the voices including voice/volume equalization.

While example embodiments of user interfaces will now be described withrespect to content, visual appearance, emphasis, positioning, andarrangement, it is understood that different content, appearance,emphasis, positioning, and arrangements may be used.

Optionally, the first interface for a given challenge contains thereading interface. The reading interface begins with a display of thecorresponding challenge in text form. Challenges may include simpleand/or complex questions and/or statements, as well as simple and/orcomplex scenarios, problems, etc. Presented below the text-basedchallenge is a phrase (including one or more words) that orients theuser to the learning modality of the reading interface. For example theorienting phrase can recite “Reading,” “Read It,” “Read,” and/or otherdesignations that indicates that the user is to read the text and thatthere will not be a video component or a voice reciting the challenge orother text.

Beneath the orienting phrase a scripted guideline response to thechallenge is textually displayed. The guideline response may include aplurality of phrases, where a given phrase is directed to a specificelement, and may be in the form of a complete sentence, or one or morewords. Each phrase of the scripted guideline response is separated fromeach other (e.g., displayed on a different line, displayed one at atime, etc.). Optionally, and preferably, the phrases are presented insegmented sections rather than in “paragraph form,” so the conceptspresented by the phrases are more emotionally/learning accessible. Tofurther distinguish and emphasize the phrases, there is optionally a“bullet point” or other designator to the left or the right of each ofthe separated phrases. The “bullet point” is utilized so as to draw theeye and mind to the phrases. The inventors have determined that withoutthis “bullet point”, many users do not process or retain the conceptscontained in the elements as well.

Embedded within the scripted guideline response phrases are key elementsthat represent precisely what is to be learned, memorized andarticulated. The overall guideline language is to provide context to theuser, but is not necessarily to be memorized and/or articulated. The keyelements are used to help to encode more important information. The keyelements may be visually emphasized with respect to the surroundingphrase text in which they are embedded.

In order to emphasize the key elements with respect to surroundingphrase text, the key elements text appears with one or more differentattributes, such as a different type style/font, bolding, italics,colors, and/or other attribute to distinguish the key element from thesurrounding guideline context text.

The reading user interface incorporates a “Focusing Funnel” and “contentshaping” approach to distil large amounts of information into moremanageable “usable information”. Preferably, there is a maximum of 9separate phrases for neuro-embedding purposes, although more phrases canoptionally be used. In neuroscience, this is referred to as the“chunking” principle. As previously discussed, the separated phrases orsegments may or may not be complete sentences, as sentences may bebroken into more than one section for learning and testing purposes.

A given section is scored separately for content in the scoredchallenges section, which follows the study section. As previouslydiscussed, the overall guideline language provides context to the user,but is not necessarily to be memorized and/or articulated. The keyelements include the more essential words to learn in order to drivedesired outcomes. Thus, the user is to memorize and later articulate thekey elements. The inventors have termed this approach the “Mini-MaxPrinciple”, which focuses the trainee on the relatively minimum numberof words they need to learn to produce the maximum desirable outcomes.

Advantageously, by focusing on the key elements, the user is preventedfrom perceiving that the training involves mere rote memorization of theexact role model guideline language to be used, and in addition reduceswhat needs to be learned and articulated to produce desired outcomes.

Thus, the study elements (e.g., the key elements) for a challengecategory are optionally packaged or presented together so as to bettertrain the trainee to respond to randomized scored challenges whichbetter mimic real world situations. Additionally, some or all of theelements (e.g., key elements), are kept focused (e.g., unitary, short)to enhance objective scoring and reduce subjective scoring. As discussedherein, within certain interfaces, such as the watching user interface,the key elements may optionally be role modeled, verbalized, optionallywith the text of the key elements appearing as they are verbalized, forcognitive and behavioral embedding purposes. The text super-impositionsare optionally highlighted as they are displayed.

The user reads the “reading” user interface, and is instructed by theuser interface to focus on the key elements. The user may practicearticulating the key elements or the complete guideline language at thispoint. Optionally, the user is permitted to or instructed to also “takenotes” on paper and/or via a data entry field displayed on the userterminal (where the user can save the notes in non-volatile computermemory by activating a “save” control). If the notes were stored incomputer memory, the notes can optionally be printed and/or lateraccessed by the trainee. This note taking option is provided inrecognition that for many individuals' learning style, literallywriting/typing notes enhances the neuro-embedding process. Users may beencouraged to take notes if it fits their learning style. These notesare optionally not to be accessed when utilizing the performinginterface or the scored challenge interface (e.g., the system locks outand prevents access to stored notes while these interfaces arepresented, and/or the user is instructed not to refer to the notes,whether electronic or handwritten).

The combination of the guideline phrases can serve as a complete scriptfor an acceptable response to the challenges, with the key elementsembedded as appropriate within the grammatically correct full script(although optionally, the system informs the user that the user does notneed to memorize or recite the guideline phrases verbatim). Users whomainly learn by reading (as opposed to listening or watching)particularly benefit from the reading user interface, as do users whobenefit from multiple modalities of learning.

The next challenge interface normally presented is the watching userinterface. The watching interface begins with a display of the statedchallenge in text form, as similarly discussed above with respect to thereading interface. Presented below the text-based challenge is a phrasethat orients the user to the learning modality of this interface. Forexample, the orienting phrase can include the phrases “Watching,” “WatchIt,” “Watch,” “Observe,” and/or “Listen,” and/or other designations thatclarify that the user interface is providing audio or audio visual rolemodeling of the correct answer. The watching user interface presents thekey elements, without the surrounding role model language, in textformat to the left of the user interface (or other location based upondesign and/or cultural preferences) and further presents one or morecharacters/avatars which have been programmed to verbalize the entirescript (the guideline language including the key elements) from theprevious reading user interface. However, optionally, a control isprovided via which a user/facilitator/designer can specify that the keyelements are to be displayed embedded in the guideline languageconstructs (surrounding role model language) via the watching userinterface. Optionally, as a default, the key elements are not displayedembedded in the guideline language constructs via the watching userinterface. Optionally, as a default, the key elements are to bedisplayed embedded in the guideline language constructs via the watchinguser interface.

To further distinguish and emphasize the key elements, there is a“bullet point” or other designator to the left or the right of each ofthe separated key elements. This emphasis further neuro-embeds the keyelements in the user's brain.

A character (e.g., an avatar or video of a real person) displayed viathe watching user interface acts as a “role model” for the user, wherethe characters lip motions are substantially synchronized with the audioof the role model language. If an avatar is being used, the avatar'slips, facial expression, and/or gestures may be animated to provide amore realistic simulation, while optionally still clearly an animationrather than a real person. That is, the avatar is optionally designedand configured to ensure that the user understands that the avatar isnot a real person for reasons discussed elsewhere herein. For example,optionally the texture of the avatar's “skin” may be made much smootherthan a real person's skin, the avatar may appear as a physicallyidealized person (e.g., with perfectly regular features, perfectlyarranged hair), the animated motions (e.g., movement of the lips,shoulders, eyes, etc.) of the avatar may be less fluid than a realperson, etc. The character “speaks” the complete scripted guidelineresponse that was previously displayed via the reading user interface,however, the key elements are displayed without the surrounding scriptedguideline response in which they were embedded when presented via thereading user interface.

The text version of the key elements serve to provide a reading/visualencoding process for learning the key elements that correlate with theaudio/visual presentation by the character, although the characterarticulates the entire scripted guideline response. Optionally, thecharacter only role models the key elements without the surrounding rolemodel language. Optionally, the watching user interface includes acontrol via which the user can choose both or only one of the foregoingmodalities.

In addition, the watching user interface optionally includes pause,play, fast forward, rewind and/or replay controls with respect to theaudio/visual presentations. These controls can be used by the user topause the audio-visual portion so as to exclusively focus upon the keyelement text and/or to replay all or a portion of the audio-visualpresentation. Further, the pause control can be utilized by the user toperform small bits of rehearsal before listening to the entirepresentation and/or to correlate what the user heard with the keyelement text displayed on the watching user interface. The systemoptionally includes a closed caption function that the user can enableto display the text corresponding to the words being spoken. Optionally,the user is permitted to or instructed to “take notes” on paper and/orvia a data entry field displayed on the user terminal (where the usercan save the notes in non-volatile computer memory by activating a“save” control) while viewing the watching user interface. If the noteswere stored in computer memory, the notes can optionally be printedand/or later accessed by the trainee. This note taking option isprovided in recognition that for many individuals' learning style,literally writing/typing notes enhances the neuro-embedding process.Users may be encouraged to take notes if it fits their learning style.These notes are optionally not to be accessed when utilizing theperforming interface or the scored challenge interface (e.g., the systemlocks out and prevents access to stored notes while these interfaces arepresented, and/or the user is instructed not to refer to the notes,whether electronic or handwritten).

The watching user interface particularly benefits learners who mainlylearn by watching/listening and/or who just want to focus on the keyelements text, as well as those who benefit from and use multiplemodalities of learning. Optionally, users may navigate back and forthbetween the reading and watching as frequently as they desire and maydisproportionately utilize one interface or another to reflect theirpersonally preferred learning style.

Once users feel they have learned enough from the reading and watchinginterfaces, they then proceed to the practice section, which includesthe performing and reviewing user interfaces. In the practice section,the user audibly and verbally responds to verbal challenges.Advantageously, such verbal responses, reinforced via performancerehearsal and practice, simulate real-world verbal interactions, andtherefore code differently in the brain than “academic”prompted-knowledge answering (e.g., answering multiple or true/falsequestions). Thus, the watching sub-section engages both cognitive andpsycho-motor functions vs. only the cognitive functions of mosttraditional e-learning. Additionally, it has been shown that verbalrecitation helps code knowledge in the reciting person's brain.

Further, the use of preprogrammed characters (e.g., avatars) recitingpreprogrammed scripts ensure consistency and focus as compared to usinghuman actors in role playing. Further, the use of computer-basedcharacters enables a user to repeat a practice session as often asdesired, without needing another person. In addition, research nowdemonstrates that although people are loath to and resistant to roleplaying/verbally rehearsing with actual people, this is not the casewith the avatars when used as described herein, which users findnon-threatening. However, experiments conducted by the inventors havedemonstrated that merely challenging people with avatars will notreliably produce verbal responses from users. By contrast, the processdescribed above provides a methodology that motivates users toconsistently practice with the avatars.

Optionally a print function is available for some or all of the userinterfaces, although optionally the print function is disabled for someor all of the user interfaces. However, the inventors have realizedthrough experimentation that simply printing out the reading interfaceand having users attempt to train using the print out, rather thantraining with the avatar causes an almost immediate decline in realworld user performance. Indeed, it has been observed that instead offull verbalizations, users are reduced to responding to challenges bysimply reading the role model language, with sub-vocalizations and/or by“mumbling.”

By contrast, using the process and system described above, once usersdevelop a comfort level with the key elements by verbally responding tothe characters (e.g., avatars), and subsequently mastering the scoredchallenges when verbally responding to the avatars, the trained behaviorsurprisingly does indeed transfer to real world humans in real worldsituations.

One factor that motivates users to speak to the avatars with a fullverbalization (rather then failing to provide full verbalization, and/ormumbling as with certain conventional training processes), is that theyrealize relatively immediately that they will simply not be prepared forthe scored challenges which require verbalizations that are rapidlyinitiated and confidently delivered.

The example third interface associated with the challenge, which iscontained within the practice section, is the performing user interface(sometimes referred to herein as the “do it” user interface). Theperforming user interface optionally begins with a textual display ofthe stated challenge, as similarly discussed above with respect to thereading and watching user interface. Presented below the text-basedchallenge is the phrase/word that orients the user to the learningmodality of this interface. For example the orienting phrase can recite“Performing,” “Performing It,” “Perform,” “Doing,” “Do It” “Do,”“State,” “State It,” “Say It,” “Say,” “Try It,” “Practice It,”“Articulate,” and/or other designations that clarify that the user is toarticulate the correct answer to the challenge.

Below the orientation phrase/word, the “performing” user interfaceincludes a video that presents the challenge visually and audibly viaone or more characters (e.g., animated avatars or real people) thatarticulate the challenge, to “test” the user upon what has been learnedduring study of the reading and/or watching interfaces (and/or thereviewing interface if the user has already completed the modulepreviously or had jumped to the review user interface prior to accessingthe perform user interface).

The character (or characters) used to present the challenge is purposelyselected and configured to be a different character than the characterwho presented the answers to the challenge using role model language onthe watching user interface of the study section. This is to reinforcethe understanding that the character providing the challenge representsa depiction of the individual(s) in the real world who would actually bepresenting the particular challenge (while the avatar presented via thewatching user interface is acting as an automated role model).

The user is to respond verbally to the challenge as if responding to alive person. That is, the user is to directly respond to thecharacter(s) as if they are responding to whom the character(s)represent in the real world. Thus, the training system acts as a “verbalsimulator”.

In particular, upon hearing the verbalized challenge from the character,the user is to respond substantially immediately. In this regard,research and experimentation has demonstrated that users willconsistently respond to the characters and to the challenges articulatedby the characters, which would not be achieved using conventionaltechniques. Furthermore, conventional techniques of passively reading orwatching training content will not create consistent and deliberateverbal practice and rehearsal as provided by the disclosed system. Byway of illustration, research and experimentation by the inventors havedemonstrated that when there is a printout of the training text (e.g.,the guideline model language) that the user can refer to, deliberateverbal practice and rehearsal diminishes and performance results bothduring scored challenges and in the real world environment alsodiminish, sometimes very significantly. Further, research andexperimentation by the inventors have demonstrated that merely havingthe character challenge the user as an independent variable fails tostimulate necessary levels of deliberate verbal practice and rehearsal.

Experimentation has further demonstrated that the example“formula/recipe” discussed above, that includes the reading, watching,performing, and reviewing interfaces, and that informs users that theywill have to verbally respond to scored challenges, ensures that thatthe performing interface, which requires verbalization in response tochallenges provided by the avatars, will be consistently implemented andutilized by users.

Optionally, there is purposely no recording and/or voice recognition, asresearch and experience indicates that such technologies werecumbersome, added little or no value. Nonetheless, optionally, voicerecording (optionally with video recording of the user using a web camor other camera) and/or voice recognition are provided via the trainingsystem.

For example, optionally, a user's verbalized responses (optionally withvideo) are recorded by hitting a “record” button. These recordedresponses are immediately (or in a delayed fashion) played back via aplayback button and enable the user to be self-assess their performance(e.g., where video is recorded, the user can observe their own eyecontact, posture, body language, etc., in assessing their confidence).Optionally the audio/video recoding can be stored in system memory andlater accessed and reviewed by a facilitator, such as a trainer, peer,manager, or coach, who can assess the user's performance and providefeedback to the user. The objective in this example embodiment is toprovide the user with substantially instant feedback about how the usersounds from a style and/or attitude perspective. Optionally,substantially immediately after the playback, the facilitator/trainerasks questions of the user regarding the user's perception of the user'sstyle and/or attitude. Examples of these questions are:

How do you think you sounded?;

Do you think you can across as confident and knowledgeable?

Would you have been convinced by your response as a customer orprospect?;

How could you have improved?, etc.

Optionally, once the playback of the user's recorded segment iscomplete, there can be an automatic default to the questions which are“asked” by the training system. That is, the questions are verbalized bya pre-recorded or synthesized voice at substantially the same time astext is displayed. Optionally, each question is “asked” separately.Optionally, two or more questions are asked together. After the responseand/or discussion between the user and facilitator, the user/facilitatorpresses a “proceed” button (or other corresponding control) and the nextquestion is asked, and so on.

Optionally, there is an option for re-recording a user response withoutsaving the initial recorded segment via a control on the trainee and/orfacilitator user interface.

Optionally, via a control on the trainee and/or facilitator userinterface (e.g., a save recording icon that can be activated by thetrainee and/or facilitator), there is an option for saving the recordingas a “self-referenced role model” which the user and/or facilitator canlater access as an example of a good response.

Optionally, there can be standard questions (e.g., 1, 2, 3, 4, 5, ormore questions) with respect to the self-recording option, or thesequestions can be customized. For example, in order to remove the burdenfrom the facilitator, once the user hears herself, and the systemqueries the user regarding the user's performance, the same questionscan be asked each time (e.g., “How do you think you sounded?”, “Howcould you improve your response?”, etc.) or the system instead can askdifferent questions for different types of challenges. (e.g., for anobjection, the system could ask “Do you feel you have overcome thecustomer's objections?”).

In addition, optionally, a user can view the complete role model (e.g.,a verbalized challenge, followed by a verbalized correct answer) of thechallenge and a correct response, in sequence, at any time in the Studysection, by navigating to the Performing user interface and thenimmediately thereafter, navigating to the Watching user interface, whichplays the complete role model (however, the user is optionallyinstructed not respond verbally to the challenge, as the user is in a“listening” mode).

In an example embodiment the review interface, which is within thepractice section, displays the key elements in text form, without thesurrounding text, where the key elements should have been learned andarticulated in response to the verbal challenge when viewing theperforming user interface. The review interface can be used by the userto “self-evaluate” how well the user did when responding to thechallenge presented via the performing user interface without beingofficially scored.

The review user interface optionally begins with a written version ofthe challenge being addressed. Optionally, positioned below thistext-based challenge is a phrase (including one or more words) thatorients the user to the learning modality of this interface. For examplethe orienting phrase can recite “Reviewing,” “Review It,” “Review”“Assess,” “Self-Assess,” “Evaluate” and/or other designations thatclarify that an audio visual presentation is not being provided by theuser interface. Optionally, the user interface informs the user that theuser's verbal answer to the challenge should have included the keyelements listed below.

Positioned below the orienting phrase/word are the correct answers tothe challenge, based upon the key elements (e.g., without surroundingguideline language). These key elements are optionally precisely aligned(e.g., the same or substantially the same) with the key elementsprovided via the study section user interfaces. The user compares thekey elements that appear on the review user interface to self-assess theuser's response provided in response to the prior video challenge fromthe third interface. In addition or instead of the self assessment, theassessment can be performed by others independently (e.g., by a peer,coach, manager, other facilitator, etc.) and/or with the user. The usercan then self-determine whether the user is ready to move on to the nextchallenge in the module and/or whether the user is ready to proceed tothe scored challenges section. Optionally, the user is informed that theuser should have a certain level of competence (e.g., that the usercould correctly score between 70% and 100% with respect to responding toa challenge with the key elements) before proceeding to anotherchallenge or the scored challenges section. If the user is not ready,the user can navigate back to review any challenge within the module,and any component within a given challenge for further review andpractice. This enables a user to especially address areas in which theyare weak.

Clinical research by the inventors has demonstrated that oftentimesregardless of the first score users receive in a scored challenge forthe entire module, the ones that they do best/worst at actually changewhen they do a second or subsequent scored challenges. This is becausewhat the users thought they mastered individually or on their firstattempt may not have yet embedded in their brain and therefore theirknowledge decays and/or dilutes. Thus, it is desirable to repeat thescored challenge section for a module until they lock in at least acertain threshold (e.g., 70%) score on each and every challenge withinthe module.

This purposeful self-evaluation, as compared to automated evaluationusing voice recognition, has the following optionally advantages:

-   -   Accuracy of evaluation (as compared to the common errors        resulting from automated voice recognition);    -   Speed (which is generally faster than would be achieved via        convention voice recognition systems);    -   Engagement and interactivity by the user, rather than the user        passively using automated voice recognition;    -   Additional learning, because users have to read the right        answers again and judge themselves on how they have done, rather        than merely glancing at a populated scoring interface provided        via automated voice recognition;    -   Positive reinforcement via self validation and interactivity,        rather than the user passively using automated voice        recognition.

If, however, automated voice recognition is utilized, optionally thesystem automatically shows the outcome from the performing userinterface on the reviewing user interface (e.g., via bolding,illuminating, and/or emphasizing the key elements the user correctlystated and/or the key elements the user incorrectly stated or did notstate at all). With each new attempt at responding to a challenge,optionally the previous automated result disappears and only the mostrecent result is displayed.

If the user decides that further study and/or practice is needed toreach the desired competence threshold/score, the user may stay within aparticular challenge before they move on to another challenge.Optionally, the user purposely is not scored in the practice section asthe inventors' research demonstrated that such scoring at this junctureunnecessarily slowed down the training process and learning wasdiminished. Furthermore, scoring at this juncture inhibited and/orintimidated the users at this early stage of learning. Scoring isinstead optionally encapsulated within the scored challenges section ofperformance drilling.

Optionally, the user is permitted to or instructed to also “take notes”on paper and/or via a data entry field displayed on the user terminal(where the user can save the notes in non-volatile computer memory byactivating a “save” control) during the review or other section. If thenotes were stored in computer memory, the notes can optionally beprinted and/or later accessed by the trainee. This note taking option isprovided in recognition that for many individuals' learning style,literally writing/typing notes enhances the neuro-embedding process.Users may be encouraged to take notes if it fits their learning style.These notes are optionally not to be accessed when utilizing theperforming interface or the scored challenge interface (e.g., the systemlocks out and prevents access to stored notes while these interfaces arepresented, and/or the user is instructed not to refer to the notes,whether electronic or handwritten).

As similarly discussed above, users may navigate back and forth betweenthe two practice interfaces (performing and reviewing) as frequently asthey desire and may disproportionately utilize one interface or anotherto reflect their personally preferred learning style.

Furthermore, users can navigate freely between the various interfaces inthe learning/practice portions, repeating various sections andsub-sections as desired, until they are confident that they havemastered a challenge. This enables the system to adapt to the user'spersonally preferred learning style and comfort level. Once the userfeels satisfied with their performance in any particular challenge, theuser can then progress to the additional challenges, if any, containedin the module. If the user does proceed to another challenge within themodule, the user will proceed through the sections and subsections anduser interfaces (reading, watching, performing and reviewing userinterfaces) for that challenge as similarly described above with respectto the previous challenge.

Optionally, once a user believes she/he has mastered the challenges in agiven module, the user then proceeds to the scored challenges section.The scored challenges section optionally tests the user's ability toarticulate what the user has learned in the learning and practicesections (e.g., with respect to being able to articulate, correctly, ina confident and timely manner the key elements within natural soundingcontextual language). Optionally, the user will be tested with respectto each challenge in the module. Optionally, scoring challenges can beperformed under the control of a scorer from remote locations (e.g., viaa client terminal) as well as at the facility hosting the trainingsystem.

In the scored challenges section, characters (e.g., avatars) will repeatthe challenges from the study sections. The characters are preferablythe same as those in the study session, although optionally thecharacters are different. The user is expected to respond to the scoredchallenges using the appropriate key elements, wherein the user is toarticulate the key elements with natural sounding contextual,“connecting” language so that the response is narrative, and not merelya recitation of key elements.

Optionally, the primary modality for the scored challenges is arandomized modality as random occurrences of scored challenges moreclosely reflects the real world. Optionally, this randomization can beturned off and the user and/or management may focus on particular scoredchallenges that the user needs more practice in (e.g., a determined frompast training sections or from real world difficulties experienced bythe user) and/or that are relatively more important to the user and/ormanagement. The scored challenges may optionally be presented in anon-random, specific, predictable order, such as in cases wheresubsequent scored challenges build on concepts presented in previouschallenges. For example, in teaching a user to recite a speech thatcontains four challenges, these challenges would not be randomized,because the flow of the speech is always in the same sequence.

Optionally, the user is permitted to or instructed to also “take notes”on paper and/or via a data entry field displayed on the user terminal(where the user can save the notes in non-volatile computer memory byactivating a “save” control) during the scored challenge session. If thenotes were stored in computer memory, the notes can optionally beprinted and/or later accessed by the trainee. These notes are optionallynot to be accessed when utilizing the performing interface (e.g., thesystem locks out and prevents access to stored notes while theperforming interface is presented, and/or the user is instructed not torefer to the notes, whether electronic or handwritten).

In an example embodiment, the scored challenges section optionallyincludes some or all of the following scoring categories:

-   -   Accuracy of verbalizing the key elements (this score assesses        user verbal delivery with respect to correct content);    -   Speed of initially responding (this score assesses the user's        speed of initially responding, which typically reflects the        impact of the perceived credibility of the user upon the        ultimate recipient of the communication);    -   Confidence of responses (this score also assesses the        credibility that will be conveyed, and further reflects that        with increased confidence the user will experience increased        “engagement satisfaction” in the real world for users (for        example, job satisfaction, etc.)).

Advantageously, certain embodiments enable objective testing ofchallenge responses, even though the challenge responses are verbal innature. The scoring techniques described herein eliminate or greatlyreduce subjectivity with respect to scoring the user response accuracyin verbalizing the key elements in response to a challenge, as well asthe scoring of the speed of answering/fluency timing of initiallyresponding.

While there may be some subjectivity with respect to optional scoringthe confidence of responses, the subjectivity is greatly reduced oreliminated by limiting the scoring of confidence to very few scoringdesignations (e.g., no confidence, somewhat confident, and confident).Research and experimentation by the inventors has demonstrated that whensuch limited scoring designations are used, different people scoring thesame trainee with respect to confidence typically provide the samescore, making the scoring virtually objective. Users can utilize thescored challenge section by themselves, with a small group, a trainer, apeer, etc. For example, a user can optionally first go through a scoredchallenge session by himself/herself to perform a self-evaluation thatenables the user to know what the user has to go back and work on in thestudy section. During the self-evaluation phase in the scoredchallenges, optionally the scores are not permanently stored ortransferred to a scoring database, but “disappear” after scoredchallenges are completed. Thus the user can work within the scoredchallenges section with confidence and without fear that others will seetheir scores and/or that their scores will go into their “permanentrecord”. By self scoring, a user is provided with immediate positivereinforcement and also experience the consequences of “errors” to agreater degree then would be achieved using a voice recognition systemthat includes automated scoring. Therefore, there may be truer “learningthrough testing” than if the system is overly automated using voicerecognition.

Once the user believes he/she is sufficiently competent, the user canask to undergo a formal scored challenge session with a scorer, wherethe scores will be recorded in a scoring database for later retrievaland reported to others. Additionally, a trainer/facilitator may requirethe user to undergo a scored challenge session, regardless of whetherthe user feels sufficiently competent.

Optionally, the system is configured so to include “pure scoringmodules” that align with each of the modules that contain a studysection and a scored challenges section. Optionally, these “pure scoringmodules” does not include the study section, and instead only containthe scored challenges section for the purposes of generating grades forthe “permanent record” or “semi-permanent record”. Optionally, forexample, the user's management, peers, other facilitator, and/or theuser can specify and generate such pure scoring modules. The purescoring module optionally can serve as a post-study assessment tool thatcan be used with a manager (or peer) to determine the effectiveness ofthe study segment or overall level of proficiency at the end of thecoursework. In addition or instead, the pure scoring module optionallycan be used set a baseline score prior to any study to determine thelevel of pre-existing proficiency prior to undertaking the course,wherein the baseline score can be used to contrast with the post-studyscore to show increased proficiency. Optionally, even in the non-purescoring embodiment discussed above, the user can skip the study sectionand go straight to the scored challenges.

Optionally, once the user has successfully completed the scoredchallenges a specified number of times or when the user feels confident,the user then purposefully has real people (e.g., a peer or manager)deliver the challenges to which the user responds. By engaging with areal person (in person, over the phone, via video conference, etc.),rather than an avatar, learning transfer from working with the trainingsystem to the real world is further enhanced.

Optionally a mute control is provided for any of the audio discussedherein. The mute control can be utilized, for example, during the scoredchallenges in the remote mode so that the “tester” can verbalize thechallenges over the phone via another device, as well as in person, butscore the user on the tester's own terminal.

The first interface (the term “the first” reflects the typical order auser would experience, but this order can be varied by the user and/or afacilitator/scorer) for a given scored challenge has a designation(e.g., “Challenge”, “Test” and/or other designation) that indicates thatthe user will be scored with respect to a challenge via the userinterface. Positioned beneath the designation, a character (e.g., anavatar) is displayed that appears to speak the challenge, and thechallenge audio is synchronized by the system with challenge audio.

A given challenge presented by the character (or characters) in thescored challenge section preferably (although not necessarily) presentsthe exact same challenge as presented via the “performing” userinterface of the practice section. Further, preferably (although notnecessarily) the identical character that appeared in the “performing”user interface is stating the same challenge in exactly the same way inthe scored challenge user interface. Still further, preferably (althoughnot necessarily) the identical character that appeared in the table ofcontents user interface is also the same as the character used in thescored challenge user interface. Thus, the same character is used tostate the challenge in the table of contents, the performing userinterface, and the scored challenge user interface. The use of the samecharacter across multiple user interfaces provides continuity andprovides users with a feeling of “learning safety” as the users knowthey are not being “tricked” about what they have to master. However,optionally, a different character can be used to state the challengeusing different words and/or in a different manner in each of the userinterfaces.

Once the character states the challenge, the user is to substantiallyimmediately verbally respond to the challenge (e.g., with a substantiveresponse in less than 5 seconds or other desired, adjustable time frameafter the challenge is delivered) by incorporating the corresponding keyelements (preferably with “connecting” language so that the response isnarrative, and not merely a recitation of bullet points). The responseis to be delivered with confidence.

Optionally, a timer automatically appears and begins counting once thecharacter completes the delivery of the challenge. The user, a peer(e.g., a fellow trainee), and/or “manager” “scorer” clicks on the timeras soon as the substantive response begins (or optionally, the systemincludes a voice recognition system that detects and determines when theuser has begun responding), and the timer stops counting and optionallydisplays how long it took for the user to begin responding substantively(e.g., rather then stopping the timer upon an initial speech disfluencyof “um,” “ah”, etc.). The timer may be a count up timer that displaysthe number of elapsed seconds and/or optionally the timer may be in theform of a color coded timer (e.g., a ball) that is green when it beginscounting up, and changes to amber and then red as the time reachescertain thresholds (e.g., 3 second and 5 seconds respectively).Optionally, a timing score is initially automatically populated by thesystem that reflects the timing of the user's response (e.g., how longit took the user to begin responding to the challenge with a fluid,relevant response). For example, if the user response meets an“immediate” threshold (e.g., the user began responding within 2seconds), the user may be assigned a first number of points (e.g., 2points). If the user response meets a “delayed” threshold (e.g., theuser began responding within 3 or 4 seconds), the user may be assigned asecond number of points (e.g., 1 point). If the user began respondingafter the “delayed” threshold (e.g., after 4 seconds), the user may beassigned a third number of points (e.g., 0 points). Optionally, a humanscorer can override the automatic score manually (e.g., in the casewhere the scorer forgot to stop the timer).

Once the user completes the scored challenge response, the user, peerand/or manager scores the user's response based upon the user'spresentation of the key elements. The scoring can be entered via ascoring user interface, wherein a scoring icon, such as a checkbox,appears along with each of the key elements (displayed in text form),where the scoring icons can replace the bullet points that weredisplayed during the study/practice portions. The scorer clicks on eachscoring icon to indicate whether the user correctly recited thecorresponding key element. The system records the indications andsubstantially immediately or at a later time calculates a score. Forexample, the score may indicate the number of elements the user gotright or wrong, the percentage of elements the user got right or wrong,and/or may be a letter grade or title based on the percentage of correctanswers, etc. Other scoring user interfaces can be used as well. Thesystem automatically calculates a score. For example, the score pointsawarded to the user may optionally be the same as the number of keyelements the user correctly recited (or a multiple or normalizationthereof), or a value based on the ratio of correct answers to the numberof all key elements for that challenge.

Once key elements correctness has been scored, the person scoring thenscores the speed of the user in initiating a substantive response, andthe user's confidence level in responding to the challenge (assumingthat confidence is to be scored). Several scoring designation optionsare presented with respect to confidence (e.g., no confidence, somewhatconfident, and confident), and the scoring person selects theappropriate designation by clicking on the designation or a scoring iconto the left of the appropriate confidence level designation choice. Forexample, a first number of points (e.g., 2 points) may be assigned ifthe user sounded confident, a second number of points (e.g., 1 points)may be assigned if the user sounded somewhat confident, and a thirdnumber of points (e.g., 0 points) may be assigned if the user did notsound confident.

Scoring can optionally be automatically performed via voice recognition.For example, the system can convert the user's verbal challenge responseto machine readable characters, compare the same to text correspondingto a known correct, reference version of the key elements, and determinewhich key elements the user correctly recited. In addition, as similarlydescribed above, the system can detect when the user began responding tothe challenge after the challenge was stated, and score accordingly. Inaddition, the system can, via voice recognition, determine if the useris hesitating, using fillers or speech disfluencies (“um,” “ah”, etc.),based at least in part on such determination and/or on a human providedscore, provide a confidence score and/or in determining when the userinitiated a substantive verbal response.

The user and/or scorer is then presented with an immediate feedbackscore with respect to the user's response to the particular challenge,wherein the score incorporates accuracy of response, speed of initiatingthe response (if scored), and/or confidence of response (if scored). Thescore can be displayed on the screen via which the score was entered oron a separate screen. To provide context to the score, the interfaceupon which the score is presented includes a written recitation of thechallenge, optionally positioned with the score. The score may include acumulative score for the three scoring categories and/or the score foreach scoring category separately presented with a label identifying thescoring category (e.g., accuracy of response, timing of response andconfidence of response). The score may be displayed in terms of pointsand/or in terms of descriptive text (e.g., “1 point—somewhatconfident”). The scores may optionally be stored in memory in responseto a user/scorer instruction, or optionally the scores are not retainedin memory once the user logs out. Optionally, a print control isprovided via which the user/scorer can instruct the system to print outthe scores. Optionally, an output module exports or otherwise packagesthe scores, such as by delivery via e-mail, data file, or otherwise

The scoring user interface includes a control via which the user/scorercan instruct the system to play the character-based audio/visual rolemodel of the correct response (e.g., previously presented via the studysection watching user interface). This may be the same video aspresented via the watching user interface or it may be a different videowith different characters or the same characters. Optionally, closedcaptioning is presented providing a text of the audio. Optionally, theuser interface may include controls for pausing, fast forwarding,rewinding, as well as replaying the audio/video of the role modelresponse.

Optionally, each individual challenge is provided with a correspondingscore or set of scores substantially immediately after the user hascompleted the scored challenge section.

When the user has completed all scored challenges for a given module,the system consolidates the scores and optionally substantiallyimmediately provides for display an optional overall scoring summaryinterface which consolidates the formal, recorded scores from the threecategories of accuracy of responses, timing of responses (if scored)and/or confidence of responses (if scored). Within each of the threescoring categories each challenge is listed along with the correspondinguser score. Optionally, timing information is provided as well via thescoring user interface. For example, the individual time and/or totaltimes spent by a user on the scored challenge user interfaces maytracked and reported Optionally, the timing information is the summationof the scored challenge timer values for the module.

Optionally, users are encouraged (e.g., via instructions provided by thesystem for display) to participate in scored challenges by themselvesbefore performing them with another person (e.g., a peer or managerscorer) to thereby lower the user's performance anxiety and raise theuser's engagement in the training process. Further, by performing thescored challenges alone, the user's distaste and/or fear of roleplaying/verbal practice is reduced or eliminated.

As similarly discussed above, the scored challenge section utilizes“real-world” verbal answers rather than just multiple-choice ortrue/false responses, and thus teaches and tests for true, embeddedknowledge and skills, rather than simply “prompted knowledge,” as is thecase with systems that rely on multiple-choice or true/false questionsand responses. Further, by verbally responding to the challenged posedby the characters, the user is better able to transfer the learnedskills to the real world. Still further, verbalization ensures that theuser/learner will be able to deliver a performance as required in thereal world. For example, if a customer asks a question, the performanceof actively verbalizing the answer is what is relevant to the customer;if the sales representative only knows the answer but is not able toadequately verbalize the answer to the customer then there is littlie orno value in that knowledge in and of itself. Therefore, theverbalization is not only a test of knowledge of the correct response(as a multiple-choice or true false test would reveal) but also servesas a test of the learner's ability to actually deliver that response ina simulated real-world situation. Not only does the “knowledge” aspecttransfer to the real world, the “ability to deliver the correct answer”also transfers to the real world—where simple knowledge alone is usuallynot enough.

Optionally, the system is configured so that self-scoring is preventedfrom being reported to others. Further, the system optionally deletesany such self-scoring scores from memory when the user logs out so thatothers cannot access the scores. This approach to maintaining theprivacy of self scoring provides a safe environment for verbal practice,where the user does not have to worry about others seeing their lowinitial scores or number of repeated attempts to achieve a successfulscore.

However, the system is optionally configured so that “scoring thatcounts” (e.g., scoring performed by a manager for reporting purposes)can be transferred via a learning management system or other scoringcapturing mechanism.

With respect to scored challenges, there are optionally differentavailable modalities, including a baseline scored challenges andnon-baseline scored challenges. With respect to baseline scoredchallenges, a user is supposed to know the subject matter containedwithin particular modules, and be able to respond to the challengestherein, prior to viewing the study section. Therefore, the userparticipates in scored challenges optionally without first participatingin the study section.

By obtaining a baseline scored challenges score, two optional goals areachieved. First, the user and/or the user's organization can accuratelyassess what the user already knows (e.g., from work experience or othertypes of training) and the user's ability to perform as compared withwhat people (e.g., managers) “report” and/or think the user's capabilitylevels are. Thus, functionally, this system can validate or invalidatethe views of others regarding the user. Using the baseline modality, theuser is able to assess their progress, which is usually quite rapid. Forexample, research by the inventors has demonstrated that averagebaseline scores of 0% to 30% rise to 70% to 100% after approximately 30minutes of training regarding a module subject. Second, the baselinescores motivate the user to improve on their baseline score, especiallyif the user's thinks the he/she already knows what he/she needs to know.

In the non-baseline scored challenges mode, the user participates in thestudy first. This modality may typically be employed where the user hasnot been previously trained and/or is not knowledgeable about what themodule or challenge subject matter, although it can be used wheneverdesired.

With respect to implementing scored challenges, the following optionalroutine has been demonstrably effective. The user participates in thestudy on his or her own and participates in scored challenges on his orher own. Research has shown that two to three randomized scoredchallenge run-throughs are typically needed by many trainees regarding asubject before scores approach or reach a threshold of 70% to 100%. Oncethis scoring threshold is achieved, the user is to be scored by others.For example, the scoring can be performed by peers and/or “management”.When scored by others, preferably and optionally, the user will respondto the actual person performing the scoring rather than to thecharacters presented on the training terminal display. This approachfurther creates a rapid “learning transfer” of knowledge gained via thetraining system to the real world with high levels of comfort.Optionally, the system automatically detects when the user has reached asatisfactory threshold during self-training, and transmits anotification (e.g., via email or other communication) to a specifiedentity indicating that the user is ready for a scored challenge sessionwith a human scorer.

Further, as modules and challenges are configured to address real-worldrelevancy, optionally users are encouraged and expected to utilize whatthey have learned and mastered in the real world substantiallyimmediately (e.g., within the same day or shortly thereafter) after theyhave completed their scored challenges at the 70 to 100% success level.

The training process for a given subject can be monitored and quicklyadapted/modified based on feedback from users. For example, the userfeedback can be from users regarding how often have they tried toimplement the trained skills in the real world, the results of suchimplementation, and what were the resistances and objections that theyexperienced that they had difficulty responding to and/or wereheretofore not programmed into the training process. Based upon theresponses, the modules/challenges are modified and/or new ones are builtas desired or as necessary.

In an example embodiment, the time cost for scoring a module withapproximately five challenges is typically between 3 and 5 minutes perperson (although it may take less or more time).

Advantageously, the process is configured to inhibit or reduceinaccurate reporting with respect to self-scoring by optionally having aresponsible person associated with the user (e.g., a manager) ask, oradministrator the scored challenge sessions. In particular, users whohave received high self-scores, but are not performing in themarketplace, may be selected to be tested via such a responsible person.Experience has demonstrated that when this approach is used with atrainee that is not performing in the real-world, inaccurate reportingis generally not repeated by most trainees.

Optionally, the system is configured so that organizations, groups ofusers, and/or individual users can rapidly create their own modules,challenges, and scored challenges section, such as by assembling theirown custom modules from pre-existing individual learning objects storedin a challenge repository. By way of example, this enables schoolsystems, schools, teachers and/or students to build their own customizedstudy modules and challenges for their own purposes. This includes, byway of example, studying for vocabulary, spelling, math, etc.

Optionally, the system includes usage tracking and reportingcapabilities. For example, certain embodiments are configured to trackand report to users and/or “managers” the length of time that usersspend within the different interfaces and modules. This enables usersand/or managers to learn the best ways to use the training system andprocess, and also the best ways to study based upon their own learningstyles.

Example training applications and uses for embodiments include but arenot limited to the following examples.

Sales

The systems and training processes described herein can be generallyconfigured for and applied to selling, influencing, and/or motivatingothers to change their behaviors, attitudes, and/or to changingcultures. Thus, the training systems and processes can be effective in avariety of work and non-work environments, such as with respect tobusiness, non-profit, charitable, educational, government, military,religious, and other organizations. Additionally, when so configured,use of the training systems and processes can positively impact anysocial interaction, including parent-child, teacher-student, etc.

With respect to sales, an example of embodiment of the training systemis optionally configured to include modules and challenges directed tosome or all of the following (and in particular, where speed to marketis a significant issue): specific product/service/concept selling (e.g.,creating an interest, answering questions, overcoming objections, andclosing), campaign-based product/service/concept selling (e.g.,leveraging marketing campaigns; mastery of verbal interactions for thecampaign, whether they be proactively initiated or reactive to queries),window of opportunity-based product/service/concept selling, window ofopportunity-based communication regarding details (rates, featurechanges, etc.) of a given product/service/concept, capitalizing oncompetitive intelligence windows of opportunity regardingproducts/services/concepts, as well as on other opportunities,cross-selling/cross-referring (e.g., based upon needs-analysis processoutcomes, logically related products/services/concepts, clue-basedcross-selling, specific life event management-based cross-selling,cross-departmental/cross-divisional selling, pre-positioning transfersand/or calls from others within an organization, “warm handovers”),capitalizing on a needs-analysis process (e.g., if/then scenarios thatlink “symptoms” discovered during the process to the proper diagnosesand treatment recommendations, increased granularity of needs-analysisprocess, etc.), and/or other processes that relate to sales, in additionto client/employee/member/etc. on-boarding (or other variants) initiallyand thereafter, positively differentiating the trainee and/or thetrainee's organization, appropriate up-selling, explaining and “selling”segmentation/re-segmentation, down-selling where appropriate, allocatingassets, mastering generic objections, mastering generic closing,mastering inbound and/or outbound telephone skills, prospecting (leadfollow-up, referral-based prospecting; includes the ability toeffectively contact referrals, data mining-based prospecting, socialprospecting, telephone and/or in-person cold calling), sophisticatedselling techniques, converting service-related calls, includingcomplaints, into sales opportunities/sales, mastering sales follow-upand follow-through, regardless of the information to be communicated,and/or addressing a need for rapid deployment of sales information.“Selling” also means influencing students, organizations, groups ofpeople, nations, etc.

Retentions:

The training systems and processes can be adapted to training users withrespect to retaining desirable clients, employees, members, etc.,including retaining individuals who are leaving, data mining-basedpropensity modeling retentions, analyzing reasons for attrition andresponding appropriately, reducing the odds of full or partial attritionby selling appropriate, “sticky” products/services/concepts.

Service

The training systems and processes can be adapted to training servicepersonnel with respect to performing servicing before or after a salewith respect to external clients and/or internal clients (employees),members, etc. For example, with respect to providing service, users canbe trained to articulate key service protocols, “behavioralize” andimplement service protocols (including, but not limited to, by way ofexample, some or all of the following: greetings, taking ownership,teamwork, and ending conversations), institutionalize “magic moments”,institutionalize “delighting the individual/group”, institutionalize theoverall individual and/or group experience and their likelihood to referto others, deal with busy periods, including “floor management”, dealwith other circumstances so as to enhance or maximize perception ofservice excellence even during challenging situations, master follow-upand follow-through, regardless of the information to be communicated,address any needs for rapid information deployment, etc.

Service-Problem Resolution

The training systems and processes can be adapted to train users withrespect to positive/best-case resolution of service problems orchallenges, appropriately responding to service problems, dealing withhostile individuals/groups, dealing with individuals/groups whothreaten, converting service problems into sales opportunities/salesonce a satisfactory resolution has been achieved (e.g., providingsolutions via products/services/concepts to prevent/minimize serviceproblems in the first place), etc.

Leadership, Management, and Coaching

The training systems and processes can be adapted to train users withrespect to leading, managing, and coaching in any given setting,including mastery of leadership, management, and/or coachingcommunications (e.g., including the ability to appropriately influencedownstream organizations, includes situation specific challenges andopportunities), mastery of protocols and implementation of leadership,management, and/or coaching models (e.g., motivating, goal-setting,creating appropriate expectations, planning, following up and followingthrough, positive reinforcement, creating accountability and holdingpeople accountable, and implementing consequences as necessary), masteryof advanced leadership, management, and/or coaching skills, conflictmanagement, and influence management. Further, many of the conceptsdiscussed above with respect to sales, retentions, service, andservice-problem resolutions are also applied to leadership, managing andcoaching.

Assessment and Certification

The training systems and processes can be adapted to train users withrespect to analyzing skills competencies initially and continually,certifying to expected standards, general and targetedreassessments/recertification, diagnostics on levels of embedding andperformance gaps that need focus, etc.

Recruiting

The training systems and processes can be adapted to train users withrespect to recruiting, such as individual and/or organizationalrecruiting (e.g., where an assessment of existing knowledge and/or thecapacity to rapidly learn and verbalize that knowledge is necessary), toassess, in person and/or remotely, a recruit's capacities, etc.

Technology Systems/CRM Utilization

The training systems and processes can be adapted to train users withrespect to solving the problem of underutilization of existingtechnology systems (e.g., customer relationship management (CRM)systems), as well as to initial new deployments, upgrades, increasingutilization of technology systems/CRM, increasing data-based clueidentification through technology systems/CRM and capitalizing on thesedata-based clues, etc. The training systems and processes can be used tomotivate the use and/or relaunch the use of such technology systems.

Compliance

The training systems and processes can be adapted to train users withrespect to regulations, protocols, and behaviors, whether they bebusiness-related or ethics-related, mastering certification behaviors(rather than merely testing to satisfy regulations, verbalizing),responding to questions, overcoming objections, and closing with respectto compliance-related situations, etc.

Safety

The training systems and processes can be adapted to train users withrespect to safety-related compliance, mastering protocols forsafety-related situations, verbalizing, responding to questions,overcoming objections, closing safety-related situations, etc.

Administration

The training systems and processes can be adapted to train users withrespect to mastering and implementing administrative protocols.

Communications that Require Behavioral Outcomes

The training systems and processes can be adapted to train users withrespect to extremely rapid speed to market of communications, with abuilt-in assurance that required behavioral outcomes are mastered vs.merely communicated.

Best Practices Implementation

The training systems and processes can be adapted to train users withrespect to communicating best practices that have not been implementedand to converting codified best practices into actionable and utilizedbest practices.

Time Management

The training systems and processes can be adapted to train users withrespect to avoiding time-management deficits, mastering time-managementprotocols and the embedding of those protocols.

Specific and General Education

The training systems and processes can be adapted to train users withrespect to education, such as with respect to academic subjects (e.g.,vocabulary, math, science, reading, spelling, history, etc.), whileoptionally reducing training costs.

Furthermore, the training system can be utilized for simple to complexscenarios and/or protocols that may involve one or more characterssimulating situations where the user would be engaging with one or moreindividuals in the real world. Additionally, the training system can beutilized to train users with respect to performing financial analysesand other analyses, locating errors of co-mission and errors ofomission, knowing how to behaviorally capitalize on opportunities,learning how to listen and interpret what has been stated by others,among many other uses.

Example embodiments will now be described with respect to the figures.

Certain embodiments provide highly automated training, optionallywithout the participation of a human trainer during substantialportions, or optionally any portion of a training and/or test process.The following processes can optionally be executed via system components(e.g., a server and terminal(s), or a stand alone terminal hosting thetraining system software) illustrated in FIG. 1.

As similarly described above, optionally, upon accessing a trainingmodule and prior to beginning the training within a challenge, thesystem presents a module table of contents. The example table ofcontents contains a text display of the challenges contained within themodule. Optionally, the table of contents also contains character(s)that provide audio/visual challenges that are identical to (or similarto) those provided via the performing interfaces and within the scoredchallenges.

As similarly discussed above, a study session can include an audibleverbalization of the text (e.g., a script), and/or a video or animatedfigure wholly or partially synchronized with the verbalization. Thestudy session is interactive (although optionally it may have less or nointeractivity) and is used to enhance the user's ability to learnconcepts and information, and to acquire skills. Optionally, the usercan repeat all or portions of the study session one or more time tobetter ensure that the skills and/or information have been learned.

An example embodiment of a study session includes the followingcomponents (although fewer, additional, and/or different components canbe used, and optionally the components can be utilized in a differentorder):

-   -   1) Reading    -   2) Watching    -   3) Performing    -   4) Reviewing

Optionally, each component is associated with its own user interface(s)which differ from the user interfaces of the other components.

Example embodiments of the components will now be described.

Reading Component

Optionally, the Reading component displays the complete text/script (orinstead, a selected portion thereof) corresponding to a model answer(e.g., that includes some or all of the key elements that are to betaught/trained). Thus, the displayed text optionally corresponds exactlywith the audio portion of a model answer that will be presented to theuser (e.g., during the Watching component).

Optionally, even when all or substantially all of the model answer textis presented, certain portions of the text, such as some or all of thekey elements, are highlighted/emphasized relative to other portions ofthe text. For example, the highlighting/emphasis can be provided via oneor more of the following:

-   -   bolding;    -   displaying each key element (or other information to be        highlighted) on its own line(s);    -   using bullets/numbers in front of key element (e.g., with the        key elements or other information to be highlighted) visually        segmented from surrounding text)    -   using a different color than for surrounding text;    -   using a different font;    -   using different size characters;    -   flashing.

Thus, by way of illustration, the displaying of text corresponding to akey element can include the combination of the following emphasistechniques: bolding; bullets; font; size, color, and displaying a keyelement on its own line(s).

By displaying the key elements with the surrounding text, the keyelements are placed in context, facilitating the user's understanding ofthe key elements and how they fit in context of the more complete rolemodel script. By highlighting the key elements with respect to thesurrounding text, the content is more digestible and the user can betterfocus on the more important content (which the user will be tested on),while still providing alignment with the model answer. This is incontrast to many conventional approaches which display training contentvia lengthy paragraphs (which many users find overwhelming oroff-putting).

Optionally, the same or similar bullet point separations “carry through”the corresponding user interfaces in the other components and optionallyto the testing phase.

Watching Component

The watching components displays an audio/video (e.g., of a real personor an animated person/avatar, as similarly described above) providing arole model response. The video includes a visual component and asynchronized audio component (so that the person's lips are synchronizedwith the speaker's lips). Optionally, the speaker verbalizes the samescript/text as that displayed during the Reading component and/or justthe key elements.

Optionally, substantially immediately upon the user accessing theWatching user interface, all the key elements for the challenge arepresented at the same time. Optionally, instead, while the speaker isverbalizing the text, optionally text corresponding to the verbalizationis visually displayed in a synchronized manner (e.g., where the text isdisplayed as the character articulates the corresponding language).However, optionally, the synchronization is not to match the speaker'slips, but is to correspond with the context of the content of theverbalization. For example, the displayed text is optionally not aword-for-word match with what the speaker is saying.

The text is visually displayed to train the user and to reinforce theinformation and skills learned during the Reading component, and inparticular, the more significant information and skills (e.g., the keyelements). Thus, for example, rather than displaying all the text thatwas displayed during the Reading component, only the key elements (orother selected portions), are displayed. Optionally, the key elementtext is the same or substantially the same as the key element textdisplayed during the reading component. Optionally, some or all of theemphasis techniques used in the Reading component are used in theWatching component. For example, a key element can be displayed inbolded, bulletized form, optionally using the same color.

Optionally, the user can mouth or say the role model answer along withthe character presented by the audio video presentation.

The foregoing technique of displaying the key elements without thesurrounding text enhances the user's ability to focus on the keyelements without having to learn in a purely robotic manner. That is, auser does not have to memorize by rote a particular role model answer,but instead learns the key concepts, which they can then express in amanner more natural and comfortable to the user. In addition, the useris not distracted by attempting to memorize the surrounding text, whichcould be lengthy and involved. Further, the complete text is notdisplayed to reduce “screen clutter” which would otherwise make thescreen hard to read and/or reduce learning.

In particular, rather than utilizing rote memory (word-for-wordmemorization), which is very difficult, also often results in a failureto internalize the concepts/skills be trained, and makes users lessmotivated to learn, continue learning, and apply what they have learned(because people tend to want to be themselves and not ape the words ofanother), using training techniques described herein the user utilizescontext memory. Context memory involves memorizing/learning the keyelements, but enables the user to verbalize the key elements intosentences/paragraphs using the user's “own words”, style and personalityin a form that is appropriate to any real world interaction that mayarise. Thus, users can flexibly articulate and apply what they havelearned.

Optionally, a challenge may be purposely limited in scope. For example,a given challenge may be limited to seven bullet points of information(although fewer or additional items of information can be used, such as3, 4, 5, 6, 8, 9, or 10 items). Neuroscience has demonstrated that suchchunking is advantageous, and in particular that chunks shouldpreferably be limited to no more than about 5 to 9 “lines of data” tobetter facilitate learning, based upon the neuroscience principle of“chunking”. Of course, in certain instances, certain challenge responsesmay include less than 5 to 7 lines, and indeed, some may include onlyone line of data.

Optionally, the chunk of bullet points (e.g., nine or less) are sizedand formatted so that all the bullet points can be displayed on the userterminal display at the same time, and while the video is playing with acharacter role modeling the corresponding answers. Thus, the user canfocus on the key elements, although the character in the audio videopresentation is speaking in complete sentences and/or optionally wherethe character in the audio video presentation is only articulating thekey elements.

Once the user has watched the audio video presentation, the user isinstructed to activate a “next” control/or equivalent to proceed to thePerforming Component, wherein the user will be instructed to verballyrespond in the first person to challenges (e.g., presented via a video(real or animated)).

Performing Component

The performing component optionally includes an audio/visualpresentation as well. However, the speaker (whether real or ananimation) is optionally different than the speaker in the Watchingcomponent. This is to emulate as in the real world, where a differentperson (e.g., a customer) will provide the challenge than the personanswering the challenge (e.g., the customer service person).

-   -   The user is to respond verbally as if they are responding to a        live person.    -   That is, the user is to directly respond to the character(s) as        if they are responding to whom the character represents in the        real world.    -   The user is to respond substantially immediately upon hearing        the verbal challenge from the character. In this regard,        research has demonstrated that users will consistently respond        to the characters when employed as described herein.

Optionally, as similarly discussed above, the system does not performtrainee voice recording and/or voice recognition, as research hasindicated they are cumbersome, and added little of value, althoughoptionally, the system does provide voice recording and/or voicerecognition.

For example, with respect to voice recording, optionally, a user'sverbalized responses are recorded in audio only or audio/video format byhitting a “record” button. These recorded responses are immediately (orin a delayed fashion) played back via a playback button. The objectivein this example embodiment is to provide the user with substantiallyinstant feedback about how the user sounds from a style and/or attitudeperspective. Optionally, substantially immediately after the playback,the facilitator/trainer asks questions of the user regarding the user'sperception of the user's style and/or attitude. As discussed above,examples of these questions are:

-   -   How do you think you sounded?;    -   Do you think you can across as confident and knowledgeable?    -   Would you have been convinced by your response as a customer or        prospect?;    -   How could you have improved?, etc.

Optionally, once the playback of the user's recorded segment iscomplete, there can be an automatic default to the questions which are“asked” by the training system. That is, the questions are verbalized bya pre-recorded or synthesized voice at substantially the same time astext is displayed. Optionally, each question is “asked” separately.Optionally, two or more questions are asked together. After the responseand/or discussion between the user and facilitator, the user/facilitatorpresses a “proceed” button (or other corresponding control) and the nextquestion is asked, and so on.

Optionally, there is an option for re-recording a user response withoutsaving the initial recorded segment via a control on the trainee and/orfacilitator user interface.

Optionally, via a control on the trainee and/or facilitator userinterface (e.g., a save recording icon that can be activated by thetrainee and/or facilitator), there is an option for saving the recordingas a “self-referenced role model” which the user and/or facilitator canlater access as an example of a good response.

Optionally, there can be standard questions (e.g., 1, 2, 3, 4, 5, ormore questions) with respect to the self-recording option, or thesequestions can be customized. For example, in order to remove the burdenfrom the facilitator/trainer, once the user hears herself, and thesystem queries the user regarding the user's performance, the samequestions can be asked each time (e.g., “How do you think you sounded?”,“How could you improve your response?”, etc.) or the system instead canask different questions for different types of challenges. (e.g., for anobjection, the system could ask “Do you feel you have overcome thecustomer's objections?”).

Optionally, a trainer/facilitator is online and/or present when theuser/trainee is undergoing all or portions (e.g., study and/or scoredchallenges sections) of the training via the system. For example, thetrainer may be sitting alongside the trainee, looking at the sameterminal screen and/or the trainer may be viewing the screen of aseparate trainer terminal which presents similar or the same userinterfaces as viewed by the trainee, optionally with additional trainerinformation (e.g., training answers). Optionally, the trainer providesthe trainee with instructions on how to utilize the training systemand/or provides real time or delayed scoring of the trainee's trainingsession, as described in greater detail below.

Challenges and the interfaces within challenges are selected (e.g., bythe user) in a non-randomized fashion, so that the challenges reflectwhat the user's organization wants the user to master (improve theirperformance on) and/or what the user wants to master (althoughoptionally the challenges are randomized). As similarly discussed above,optionally challenges can be repeated, wherein different challenges arerepeated different numbers of times. Optionally, the selection of thechallenges to be repeated and/or the repeat rate are purposely random orpseudo random to mimic the real world experience and to prevent rotememorization.

The user is instructed to substantially immediately respond to thechallenge, verbally in the first person (e.g., using the key elements).

Reviewing Component

Optionally, no scoring is performed during the reviewing component. Thiscreates a “safe environment” where the user can freely practice withoutworrying about formal scoring that will be used by a manager to evaluatethe user's performance. Further, by eliminating scoring, the delayassociated with scoring related tasks (e.g., moving the cursor andclicking on various scores (accuracy of Key Elements, speed of response,confidence levels) can likewise be eliminated or reduced. Such delayscan be off putting and problematic with respect to learning andpractice. Optionally, even without scoring and as similarly describedbelow, substantially immediate feedback is provided to the user and theuser can be scored during a later testing portion. Optionally, there isscoring, such as automated/verbal recognition scoring and/or optionally“verbal scoring” from a peer/others and/or recorded scoring from apeer/others.

In the Reviewing component, a review user interface is displayed whichcontains the same text that appeared on the corresponding Watchcomponent role model screen (e.g., the key elements, optionallyemphasized using the emphasis utilized in the Reading and Watchcomponent). Optionally, the Reviewing component user interface includesself assessment fields which enable a user to self-assess theirperformance on their challenge responses (or enable another designatedperson to perform the assessment). Rather than providing scoring, anexample embodiment presents the correct answer. This enables a user toknow substantially immediately how the user performed. Optionally,scoring controls are provided (as similarly described elsewhere herein),but the scores are not considered formal scores (e.g., a score reviewedby another to determine if the user has successfully learned thetraining information/skills and mastered the ability to verballyarticulate and utilize the information and skills).

Thus, the Reading component provides the key elements as well as therelevant context. The Watching component role models the skills andinformation being taught in conjunction with text corresponding to thekey elements. The user then practices the taught skills during thePerforming component. The user can then assess her/his own performancewithout being formally scored via a user interface that presents thechallenge answer (e.g., the key points). Optionally, another user (e.g.,a trainer or other person listening to the user) can assess the user'sperformance. The user can read aloud the challenge answers to furtheringrain the information/skills by verbalizing the key elements with thecontextual language or without the contextual language. Optionally, tofurther embed the information/skills being taught, the user can alsohandwrite (e.g., on paper or a pen computer) or type (e.g., using acomputer or typewriter) the key elements as they are presented and/orother text or verbal communication (e.g., a word for word copy of thekey elements or other communications, or a paraphrase of the same).

The user can repeat one or more of the components as desired (e.g.,until the user is satisfied, via the self assessment or otherwise, thatthey have mastered the skills and information being taught), beforeproceeding to the testing portion (e.g., where formal scoring takesplace).

Optionally, each challenge is associated with its own study session(e.g., including the foregoing four components). This enables a user totrain and practice as desired (e.g., by repeating one or more of thecomponents for that particular challenge, and spending a desired amountof time on a given component until the user is satisfied, via the selfassessment or otherwise, that they have mastered the skills andinformation being taught) on a given challenge, before proceeding toanother challenge, and prior to proceeding to a test session regardingthe challenges (e.g., a scoring portion including randomized challengesas similarly discussed elsewhere herein), where the user will beformally scored.

The foregoing training components can optionally be utilized by atrainee without a trainer, thereby saving the time and/or expenseassociated with a trainer. Further, the computer-based automatedtraining system will not grow impatient or behave inconsistently.Further, it provides a less tense environment for the trainee (becauseanother person is not present that is sitting in judgment with respectto the trainee) and because the trainee can repeat portions of thetraining components as desired.

With respect to the above components, they can be conceptuallycharacterized as Learning sections and Practice sections. For example,the Reading and Watching components can be considered a Learningsection, and the Performing and Reviewing components can be considered apractice section.

Example, optional training navigation will now be described. Certaincomponent user interfaces include a replay control (e.g., a button),that when activated causes training media, such as audio and/or video,to be replayed (along with synchronized text, where applicable). A“back” control (sometime referred to as a “previous” control) enablesthe user to navigate to a previously presented user interface (e.g., theimmediately proceeding user interface). A “next” control enables theuser to navigate forward to the user interface (e.g., the next userinterface). A print control is also optionally provided.

Examples of user navigation will now be described to further illustratean example embodiment. While reference may be made to using a “next” or“back” control, in addition or instead, a menu may be provided (e.g.,listing the training components) which the user can use to navigate.Other navigation techniques may be used as well (e.g., via reading,watching, performing, reviewing icons for direct access to those userinterfaces).

The reference to “next” and “back” controls are representative of howthe system conceptually operates, but do not necessarily reflect “next”or “back” buttons as other control mechanisms may be utilized.

In this example, a trainee is initially studying a Reading componentuser interface (including key element text and context text). Thetrainee then clicks on a “next” control, and the training systempresents a Watching component user interface (presenting a video of apresenter role modeling, optionally using the same language as textuallypresenting via the Reading user interface, with the key elementspresented textually as well). In this example, the trainee then wants toread the complete sentence structure that the role model speaks, and soactivates the “back” control. The system then displays the prior Readinguser interface.

In this example, rather than repeating the Watching component, thetrainee feels ready for the challenges, and so wants to proceed to thePerforming component. Therefore, the trainee clicks twice on the “next”control (or selects the Performing component from a menu and/or iconselection) to skip the Watching component and proceeds to the Performingcomponent. The trainee is presented with the challenges.

The trainee then activates the “next” control, and a Reviewing componentuser interface is provided by the system. The Reviewing user interfacepresents the challenge answers via which the trainee can assess her/hisperformance and/or to review the information/skills being trained.Optionally, in addition or instead, others can assess the user'sperformance. Optionally the user interface includes scoringcontrols/fields via which the trainee can score herself, and the systemwill calculate the score if there is a score to be calculated (e.g., byadding the number of correct answers and optionally calculating thepercentage of correct responses), and display the score to the trainee.

In this example, the trainee was not satisfied with the results of theself assessment, and so activates the “back” control, and the Performingcomponent user interface again presents a challenge (e.g., the samechallenge as previously presented or a selected challenge applicable tothe information/skills being taught).

The trainee can go back and forth to the various components as desired.Further, optionally a menu (listing the user interfaces), tabs (whereinthere is a tab for a corresponding user interface), link, and/or othercontrols are provided via which the user can navigate directly to anymodule user interface, without have to pass through an intervening userinterface.

In another illustrative example, if the trainee knows that the traineeperformed poorly with respect to the challenges, rather than proceedingto the Reviewing component, the trainee can click the replay control torepeat the challenge.

The trainee can also return to the Reading, Watching, or Reviewing userinterfaces to review the information/skills being taught. For example,the trainee can read aloud (or silently) the information presented onthe Review user interface or on the Reading user interface, and readaloud (or silently) the elements presented on the Watching userinterface (or say the role model answer along with the speaker in theWatching video).

By way of further example, if the trainee wants to hear a complete roleplay (e.g., a verbalized challenge, followed by a verbalized correctanswer) the trainee can go back and forth between the Performingcomponent user interface and the Watching component user interface.

Optionally, a navigational control bar is provided. For example, thecontrol bar can be a horizontal bar at or towards the bottom of theinitial user interface (or at the top of the user interface, or verticalnavigation bar at left or right side of the user interface).

The control bar can include a plurality of “dashes” or sub-bars. A given“dash” can correspond to the study or the practice sections for aparticular Challenge.

Once a user is “within” a “dash” (e.g., corresponding to a study ofpractice section), the user can utilize the “back” or “next” controls tonavigate within a challenge or go forwards or backwards to otherchallenges. Optionally, the navigation controls can be provided on eachuser interface so that the user can navigate directly from one userinterface to another interface (e.g., directly to the reading, watching,performing, or reviewing user interfaces), without having to navigate“through” intervening user interface.

As previously discussed, a navigation menu is optionally provided. Forexample, the menu can be provided on left, right, top, bottom portion ofa user interface, via a drop down/up menu, or otherwise. The menu canlist the available challenges and/or the associated challenge sections(e.g., study, practice) and components (e.g., Reading, Watching,Performing, Reviewing, scored testing), a “home” selection (e.g., tojump to the opening user interface), and an “exit” selection. The usercan select which challenge the user wants to begin with and/or go to,which section, and/or which component. In addition, the user can selectthe “home” item to proceed to the opening user interface, or the “exit”item to exit the training module (e.g., when the user has completed themodule or otherwise).

The foregoing navigational flexibility provides the trainee with muchmore freedom to adapt the training in a manner most or more suitable tothe trainee as compared with a human trainer or coach who may not havethe time or tolerance to do all of the foregoing as needed by thestudent. Further, unlike many a human trainer, the training system willnot forget the answers, get tired, frustrated, convey an “attitude,”look at a watch, get bored, or provide a different role modeled answerwhen the trainee asks. Thus, the training system can be flexibly used toaddress each individual's unique learning style.

As previously discussed, in order to further enhance neuro-embedding ofthe training, optionally, a “notes” field is presented on the traineeterminal in association with each or some of the user interfaces,wherein the trainee can enter notes, which will then be saved incomputer memory. The notes can optionally be printed and/or lateraccessed by the trainee. Optionally, users may elect or be encouraged totake notes if taking notes fits their learning style. These notes areoptionally not to be accessed when utilizing the performing interface orthe scored challenge interface (e.g., the system locks out and preventsaccess to stored notes while these interfaces are presented, and/or theuser is instructed not to refer to the notes, whether electronic orhandwritten).

Optionally, time testing can be employed. For example, the time tocomplete any of the above components can be timed. Users can time (e.g.,via a system timer displayed to the user) how long it takes them toinitially master each challenge, all of the challenges, and gettingrandomized scored challenges.

Optionally, the same speaker (e.g., a human or an animation) can be usedfor different challenges (although optionally different speakers can beused for different challenges). One reason to use the same speaker fordifferent challenges, is that if a different speaker were used for eachchallenge, then trainees might subconsciously and/or consciously sensewhat the challenge will be. Whereas, in the real world, the degree ofuncertainty as to a customer is going to challenge you with/ask you isvery high. Additionally, this teaches the user to carefully listen ingeneral to what is said, rather than assuming they know what otherpeople are going to say.

For example, if there were four challenges—A, B, C, D and twocharacters, character 1 and character 2, character 1 might enunciateChallenges B and D in the testing portion (e.g., that provides scoredrandomized challenges) and character 2 might enunciate challenges A andC.

Therefore, the participant would not know and could not anticipate whatwould be coming out of the speaker's mouth. In the same regard,optionally the same speaker is used for all the challenges.

While the above components, including the randomized scored challenges,can be utilized by a trainee operating solo (e.g., with a facilitator,such as a trainer or other trainee/peer), optionally another user, suchas a trainee can participate to provide “dual learning” (e.g., whereanother user acts as a trainer and learns the subject matter byfacilitating the trainee's training session). Optionally, an individualworking with the user during training (which can be anothertrainee/peer, tester, trainer, etc.) can be remotely located from thetrainee and interacting with the user via a remote terminal, and thesystem still provides dual learning. Additionally, the trainee and oneor more other terminals are synchronized so that the trainee and theother party or parties (which can be another trainee, tester, trainer,etc.) can view each others' screens (or selected portions thereof) atthe same time. Further, terminals at two or more remote locations can besimilarly synchronized. Optionally, the screens of the terminals aresynchronized, but they do not necessarily provide the same views, orviews of each other's screens. For example, the user/learner might havetheir score displayed in a read-only format so they can see what scoreis being assigned to them by their partner. Meanwhile, theteacher/mentor has a screen that has full controls allowing the scoresto be entered only at that console. Thus, optionally the two screens aresynchronized on the same learning content, but the displays aredifferent, and not simply “views of each others' screens.”

Another example of screen synchronization will now be described withrespect to the actual challenge screen. The user may have the challengevideo fill their screen—whereby an avatar appears large and lifelike.Meanwhile, the teacher/mentor could have other displays on their screen,such as past history of the student, current progress charts, othernavigational controls—with the video of the avatar is reduced in sizerelative to the user's display (e.g., where the video is in a windowdisplayed in a corner of the teach/mentor terminal screen), to consumeless console screen real estate. Again, both consoles are synchronizedin the same lesson, but displaying different views into the samelearning session.

For example, as described above, optionally scoring is not performedduring the above components, yet trainees are interactively challenged.This enables two participants/trainees to alternate “back and forth”with respect to learning and practicing within a given individualchallenge and/or with all challenges.

By way of further example, individuals can “study alone” and directlyrespond to challenges (e.g., scored and/or unscored challenges) providedby a video character (e.g., by talking to the character as if it was areal person), but thereafter pair up with otherparticipants/facilitators who can sit beside the individual, and theindividual can direct the responses to that participant/facilitator.

Example study user interfaces will now be described with reference tothe figures. Some or all of the illustrated user interfaces may includea menu item (towards the top of the user interface), which whenselected, expands into a drop down menu. An exit control is alsooptionally provided. Horizontal navigation bars are positioned towardsthe bottom of the user interface. In addition, an audio on/off control,a replay control, a previous control, and a next control are providedwhere appropriate (e.g., where an audio or audio visual presentation isprovided). In addition, certain user interfaces include some or all ofthe following controls (e.g., via one or more icons): Minimize window,Maximize window, and Exit program. Optionally, some or all of theillustrated user interfaces include a print control which enablesprinting of some or all of a given user interface.

Referring to FIG. 2A, a module welcome user interface is presented,providing a title that indicates the general subject matter (e.g., HIVTesting Objections), and the specific types of challenges the user willbe trained to respond to (e.g., Fears).

FIG. 2B illustrates an example introduction user interface, describingthe purpose of the training with respect to the relevant subject matter,the typical motivation behind real people who provide challenges relatedto the subject matter, and why the training is beneficial in overcomingthe challenges. In addition, the user interface encourages the user topractice until the user feels prepared to answer a challenge (e.g., anobjection) in real world situations.

FIG. 2C illustrates an example table of contents, including, as aheader, the title from the module welcome user interface. In addition,the module challenges are listed, wherein the user is to be trained withrespect to each of the challenges. A tableau of the characters/avatarsthat will be reciting the challenges is presented. Play, pause, and amute/volume control is provided.

FIG. 2D illustrates the table of contents of FIG. 2C, but with a videoof one of the characters articulating a challenge listed in the table ofcontents. The character is optionally the same character reciting thesame challenge as in the performing user interface and/or within thescored challenges section. Optionally each character in the table ofcontents recites its challenge, optionally in the same order in whichthe characters and/or challenges will be presented in the module,thereby providing a preview of all the module challenges. By letting theuser know ahead of time what the user will be challenged on, positivetension is created.

Referring now to FIG. 2E, an example Reading component user interface isillustrated. In this example, a role model script is textually provided(in this case, a health worker responding to a statement regarding fearof taking an HIV test). Within the script text, the text correspondingto key elements is emphasized via bolding and italics. In this example,each role model language phrase (also sometimes referred to as aconstruct) is visually separated from the other role model languagephrases by being bulletized and positioned on a separate line(s).

Referring now to FIG. 2F, an example Watching component user interfaceis illustrated. In this example, an animated character articulates thescript provided textually in the Reading component user interfaceillustrated in FIG. 2E. In addition, a truncated script, includingbulletized key elements, is textually provided. Optionally instead, thefull script from the Reading component interface is displayed, whichprovides role model language. In addition, optionally instructions areprovided (not shown) regarding what the user will be expected to do withrespect to the Performing component, and on how to proceed to thePerforming component user interface (e.g., “Now it is time to see if youcan answer this question verbally from memory if another person presentsyou with a challenge. Click Next to practice your answer”).

Referring now to FIG. 2G, an example Performing component user interfaceis illustrated. In this example, an animated character (different thanthe one utilized in the Watching user interface) acting the part of areal person that enunciates a challenge (e.g., selected by the user).The user is instructed to respond to the challenge in the first person(e.g., using sentences/phrases that include the key elements), althoughoptionally, the user is not required to respond in the first person.

Referring now to FIG. 2H, an example Reviewing component user interfaceis illustrated. This user interface textually provides (in bulletformat) the key elements which the user should have stated in verballyresponding to the animated character in the Performing component. Theuser can perform a self-evaluation of the user's response providedduring the Performing component using the displayed key elements.

Referring now to FIG. 2I, an example scored challenges instructions userinterface is illustrated. In this example, the user is informed that theuser will be presented with a series of opportunities to talk with“people” (e.g., one or more characters), and that user is to respondusing the key elements (with associated contextual language). Inaddition, the user is informed regarding the scoring criteria (e.g.,accuracy/completeness of answers, timing to initiate answers, confidenceof answers), and that a score will later be presented.

Referring now to FIG. 2J, an example scored challenge user interface ispresented. In this example, an animated character (in this example, thesame as the one utilized in the Performing user interface and in thesame as the illustrated table of contents) enunciates the challenge. Theuser is instructed to respond to the challenge in the first person,although optionally, the user is not required to respond in the firstperson. A count up timer displays the number of elapsed seconds from thechallenge is presented until the user substantively initially responds.The illustrated timer is also in the form of a color coded ball that isgreen when it begins counting up, and changes to amber (indicating theanswer is somewhat delayed) and then red (indicating the answer is verydelayed) as the time reaches certain thresholds (e.g., 3 second and 5seconds respectively). A scorer (which can be the user, another person,or the system) stops the timer once the user begins to provide arelevant, substantive response to the challenge.

Referring now to FIG. 2K, an example scored challenge user interface ispresented for scoring the accuracy and completeness of the user'sresponse to the challenge presented via the interface illustrated inFIG. 2J. A checkbox is displayed along with each of the key elements.The scorer clicks on each scoring icon to indicate whether the usercorrectly recited the corresponding key element. The system records theindications which are used to calculate a score.

Referring now to FIG. 2L, an example scored challenge user interface ispresented for scoring how quickly the user initiated a response to thechallenge presented via the interface illustrated in FIG. 2J.Optionally, a timing score is initially automatically populated by thesystem using the timer value, which in turn reflects how long it tookthe user to begin responding to the challenge. Optionally, a user/testercan override the populated value.

Referring now to FIG. 2M, an example scored challenge user interface ispresented for scoring how confidently the user responded to thechallenge presented via the interface illustrated in FIG. 2J. Asdiscussed above, while there may be some subjectivity with respect toscoring the confidence of responses, the subjectivity is greatly reducedor eliminated by limiting the scoring of confidence to very few scoringdesignations (e.g., no confidence, somewhat confident, and confident),as illustrated.

Referring now to FIG. 2N, an example scored challenge user interface ispresented for reporting the user's score with respect to the user'sresponse to the challenge presented via the interface illustrated inFIG. 2J. This user interface presents a scoring summary whichconsolidates the scores with respect to accuracy of response, time untilinitiating the response and/or confidence of response. Optionally,timing information is provided as well via the scoring user interface.For example, the time spent by a user on the scored challenge userinterface may be tracked and reported. A “play model answer” control isprovided, which, when activated will cause a model answer to thechallenge to be presented via a video and text. A print control isprovided via which the scores can be printed.

Referring now to FIG. 2O, the model answer video play back isillustrated. This may be this same video and text as presented via thewatching user interface illustrated in FIG. 2E. In this example, theanimated character articulates the script provided textually in theReading component user interface illustrated in FIG. 2E. In addition,the key elements are textually provided, where the textual version ofthe key elements is presented in synchronization with the articulatedscript.

Referring now to FIGS. 2P, 2Q, an example scored challenge summary userinterface is presented for reporting the user's score with respect tothe user's responses to all the module challenges the user has beentested on. When the user has completed the scored challenges for a givenmodule, the system consolidates the scores and optionally substantiallyimmediately provides for display an optional overall scoring summaryinterface which consolidates the recorded scores from the threecategories of accuracy of responses, timing of initiating relevant,substantive responses (if scored) and/or confidence of responses (ifscored). Within each of the three scoring categories each challenge islisted along with the corresponding user score. This enables users andothers to identify where strength and weaknesses are in general, and foreach challenge specifically. Optionally, timing information is providedas well via the scoring user interface. For example, the individual timeand/or total times spent by a user on the scored challenge userinterfaces may tracked and reported Optionally, the timing informationis the summation of the scored challenge timer values for the module. Aprint control is provided via which the scores can be printed.

Referring now to FIG. 2R, a congratulations user interface isillustrated which informs the user that the user has completed themodule.

Referring now to FIGS. 3A1-2, an example “performance drilling” trainingsession process is illustrated, wherein a user/trainee is drilled inresponding accurately, with little or no hesitation, and with confidenceto challenges/statements made by others (e.g., customers/prospects).Reference will be made to certain example user interfaces.

At state 401M, the process begins, and the trainee and/or trainer loginto the training system. At state 402M, the system displays a welcomescreen. The system receives a selection of a training module from a menuof training modules. For example, the different training modules mayrelate to different subject matter, such as different products andservices. Optionally, the system provides a description of thecorresponding training objectives and a description of the trainingmodule. A user interface is displayed via which the trainee and/ortrainer optionally selects a peer type.

After viewing the welcome user interface at state 402M, the user isoptionally asked if they would like to view a tutorial at state 404M.Optionally, this can be accomplished buy buttons to “Play Tutorial” or“Skip Tutorial” or some other mechanism. If the user activates controlsto view the tutorial, they proceed to state 406M. After the tutorial isviewed, they proceed onto the next screen—which is 408M in this example.If the user elects to not view the tutorial, then state 406M is bypassedand the user proceeds directly to state 408M—which is the study sessionin this example. For example, a user may want to skip (or a trainer,manager, or other facilitator may want the user to skip) the tutorialprocess that describes how to run the lesson. This might occur, forexample, where the trainer will explain the process on the fly, or wherethe user has run many modules before and does not need to review thetutorial on how to run the module contents, as the learner is alreadyfamiliar with the learning interface. If this is the case, the tutorialat state 406M can be bypassed with the user proceeding directly to thestudy state at 408M. The user/learner and/or trainer may want to skipnot only the tutorial but also want to skip the study section in itsentirety and proceed directly to the scored challenges at state 410M.This enables a user to receive a baseline challenge score that isreflective of the user's knowledge and skills prior to the study. Then,once the user undergoes the study perhaps in a subsequent learningsession, the user can undergo the scored challenge process a secondtime, and the “before” and “after” scores can be compared to determinethe user's improvement as a result of the study. Further, the ability toskip directly to the scored challenge process enables a trainer orsupervisor to test the user without having to proceed through a studysession to test existing knowledge. Optionally, the user can navigatedirectly from other states (and corresponding user interfaces) to state410M. Thus, for example, the user can review the tutorial at state 406M,and then proceed directly to state 410M, while skipping the study atstate 408M. Further, the user can optionally participate in the tutorialat state 406M, and then skip the study. Thus, the user can participatein the tutorial and the study, only the tutorial, or only the study,prior to proceeding to state 410M.

At state 406M, a user interface is optionally presented via which thetrainee/trainer can instruct the system to display a tutorial for thelearner/trainee (such regarding the user interfaces discussed above). Ifan instruction is provided to launch the tutorial, the process proceedsto state 406M and the tutorial is launched (e.g., including text, audio,animation and/or video). Otherwise, the process proceeds to state 408M.

At state 408M the module content (e.g., including text, audio, animationand/or video) is played. State 408M will be discussed in greater detailbelow with respect to FIG. 3A-3. As similarly discussed above,optionally, the user can skip state 408M and proceed directly to state410M. Once the study session has been completed, the trainee is informedthat the tested portion of the training session is about to begin. Asdiscussed below, the test portion, also referred to as the scoredchallenges section, includes a scene having one or more people (real oranimated) playing an appropriate role, such as that of a customer,prospect, a family member, or other person as appropriate for the skillbeing trained.

Scoring

At state 410M, a user interface is displayed introducing/describing thechallenge process. At state 412M, the system presents thetrainee/learner with a challenge to which the trainee is instructed toverbally respond to, and optionally a timer (which may be in the form ofa timer ball or clock) is started automatically with the presentation ofthe challenge, or optionally the timer can be started by the trainer ortrainee. A scene having one or more people (real or animated) playing anappropriate role, such as that of a customer, prospect, a family member,or other person as appropriate for the skill being trained, recites oneor more challenges. The video recording of the character(s) (real oranimated) playing the role(s) articulate the challenge, wherein thechallenge is relevant to the field and skill being trained.

The challenges may be based upon the product/service/solutiondescriptions (e.g., key elements) presented in the study section. Thepresentation of the challenges (optionally corresponding to the studyinformation/elements) are optionally randomized or non-randomized. Theuser is instructed to verbally respond to the challenges as soon as theuser hears the challenges. The trainer or trainee stops the timer toindicate how quickly the trainee began providing a verbal response,wherein the time is stored in memory. The trainee continues respondingeven after the timer is stopped. At state 414M, the trainee's responseis scored for accuracy and/or completeness, optionally by the trainer ortrainee, using an accuracy and/or completeness scoring user interface.At state 416M, the trainee's response is scored with respect to howquickly the trainee initially responded. Optionally, such scoring isautomatically performed once the trainer indicates that the trainee hasinitiated their response (or optionally, has correctly responded).Optionally, the scoring can automatically be performed using voicerecognition. At state 418M, the trainer and/or trainee scores thetrainee with respect to the confidence exhibited by the trainee inresponding using a confidence scoring user interface. The exampleembodiment scores by category and sub-category. Therefore, it providessubstantially instant feedback on a sub-category basis, and totalfeedback for the “full” category (e.g., including the summation ofscores for the sub-categories). This substantially instant evaluationenables the pinpointing of areas where improvement is needed, optionallyincluding improvement in the ability to articulate the correctanswers/content, as well as the assessment of the ability to respondwith little or no hesitancy, and style/confidence.

At state 420M, a summary scoring page is displayed, providing the scoreswith respect to accuracy, little or no hesitancy (related to the time ittook the user to begin substantively responding), and confidence for themost recent challenge. At state 422M, a user interface is provided viawhich the trainer/trainee can specify whether a model answer to thechallenge is to be presented. If an instruction is received to providethe model answer, the process proceeds to state 424M. A user interfaceoptionally including an animated character or video of a person speakinga model answer to a challenge is presented, although audio, without avideo/animated component can be used. In order to further facilitatelearning and embedding of knowledge and skills, the model answerprovided at state 424M is optionally the same as provided during theWatching component (e.g., with the same wording, text displayed, andavatar) that is performed at state 408M, as further discussed below.Optionally, the spoken communication is also provided textually tofurther reinforce the teaching of the presented information and wordingstyle. A “replay” control is optionally provided, which when activated,causes the animated or video character to repeat the model answer (e.g.,audibly with the textual reinforcement displayed). A “proceed” controlis optionally provided via which the user (and/or trainer) can instructthe system to proceed to the next segment.

At state 426M, a determination is made as to whether there areadditional challenges to be presented to the trainee. If additionalchallenges remain, the process proceeds back to state 412M, otherwisethe process proceeds to state 428M. The scores and/or a summary thereof(e.g., a grade score or overall point score) is calculated andoptionally presented with respect to the challenges presented during theprocess. At state 430M, the process ends.

FIG. 3A-3 illustrates certain states of FIGS. 3A1-2 in greater detailand with certain states omitted for greater clarity. As previouslydiscussed, at state 402E, the system displays a welcome screen. Thesystem receives a selection of a training module from a menu of trainingmodules. Optionally the system provides a description of thecorresponding training objectives and a description of the trainingmodule. Optionally, a user interface is displayed via which the traineeand/or trainer (if any) optionally selects a peer type (if a peer isbeing used). The user can then proceed to state 408E, by activating the“next” control. In particular, activating the “next” control will causethe process to proceed to state 404E3, and a Reading component userinterface for a first challenge (“Challenge 1”) is presented. When theuser is ready, the user can activate the “next” control again to proceedto state 406E3, and a Watching component user interface for the firstchallenge (“Challenge 1”) is presented. When the user is ready (e.g.,has completed watching the audio video presentation of a personarticulating a model answer), the user can activate the “next” controlagain to proceed to state 408E3, and a Performing component userinterface for the first challenge (“Challenge 1”) is presented. Once theuser is ready or has completed the performance portion (e.g., hasresponded to Challenge 1), the user can activate the “next” controlagain to proceed to state 4010E3, and a Reviewing component userinterface for the first challenge (“Challenge 1”) is presented, enablingthe user's performance to be self-assessed or assessed by anotherperson.

The foregoing process can be repeated as desired for one or moreadditional challenges. In the illustrated embodiment, the user continueson to the study for Challenge X (e.g., Reading component 412E3, Watchingcomponent 414E3, Performing component 416E3, and Reviewing component418E3).

In the foregoing example, the user can proceed backwards and forwardsthrough the process and user interfaces by activating the “back” controlor the “next” control one or more times at any state. Optionally, theuser can navigate to the beginning of a given challenge study via a menuselection or other navigation device.

As similarly discussed above, when the user is on the last screen of thelast

challenge, (the Reviewing component of the last challenge), and selectsthe “next” control, the interface optionally transitions out of theStudy section (optionally without notice) and into the testing section,also referred to herein as the Scored Challenges section, at state 410E.A user interface is displayed introducing/describing the scoredchallenge process. At state 412E, the system presents thetrainee/learner with a challenge to which the trainee is instructed toverbally respond to. The process can continue as similarly describedabove with respect to FIGS. 3A1-2. Optionally, the user can return tothe study section corresponding to the user's weaknesses (e.g., asreflected by the scored challenge scoring outcomes). For example, theuser can return to the study section corresponding to a scored challengethat the user failed to adequately address. This enables the user tofocus further study on the user's weak points, rather than having toalso review information/skills the user has mastered.

Optionally, via a user interface control, the trainer (if any) and/orthe user can instruct the system to repeat a selected challenge ormodule. Optionally, the training system automatically repeats the scoredchallenge and/or module if the trainee's score falls below a thresholddefined by the system, the trainer, the trainee's employer, the traineeand/or other designated person. For example, optionally a scoredchallenge and/or module is repeated if the trainee received less than aperfect score to thereby better drill the trainee to be able to providecorrect answers that include the appropriate significant elements,without hesitation and in a confident manner.

Optionally, during a training session, the system automatically presentsthe trainee with one or more scored challenges that the trainee hadsuccessfully mastered (e.g., as determined by the trainee's score) inone or more previous training sessions. Such “surprise drillingsections” help test and reinforce the trainee's retention of informationand skills obtained during training.

As discussed above, with respect to certain user interfaces, a challengeis presented via an audio video recording of the character(s) (real oranimated) playing the role(s) of a real person the trainee mightencounter in real life and, where the characters articulate one or more“challenges” (e.g., questions, statements, or information). During thelearning phase, the challenges will typically be presented in apredetermined order, although optionally the challenges are randomly orpseudo randomly presented, or the challenges may be selectivelypresented in response to a trainee or trainer input. In the scoringphase the challenges will typically be randomly or pseudo randomlypresented, although optionally the challenges may be presented in apredetermined order to the trainee, or the challenges may be selectivelypresented in response to a trainee or trainer input. The challenges areverbalized and/or acted out by a real or animated person/actor. Theperson or people in the scene may or may not be lipped-synced to averbalization of the script. The person or people in the scene may be ofdifferent ethnicities as selected by the employer, the facilitator, thetraining system provider, or other entity. The speech patterns and/oraccents of the person or people in the scene may be selected by theemployer, the facilitator, the training system provider or other entity.Optionally, the recorded voices of the characters delivering thechallenges are purposely selected/configured to be difficult tounderstand to better simulate the types of voices the user may encounterin real world situations. The foregoing selection may be made from amenu presented on a terminal (e.g., a menu listing one or moreethnicities and/or accents) and stored in memory.

As discussed above, the trainee is expected to respond with theappropriate element(s) taught during the study session. Optionally, atimer (e.g., a countdown timer) is displayed to the trainee when achallenge is provided. In an example embodiment, the trainee providesthe response verbally, but may also do so by typing/writing in theresponse, by selecting the response from a multiple choice offering, orotherwise. The system automatically and/or in response to a trainer oruser instruction, presents the correct answer to the trainer.

The trainee will then be graded/scored based on one or more of thefollowing components. The appropriateness/correctness of the element(s)(e.g., the key elements) provided by the trainee in response to a scoredchallenge, the trainee's speed in initially responding to the scoredchallenge, the trainee's confidence and/or style when providing theelement(s) when responding to the scored challenge, or any combinationthereof. Thus, in an example embodiment, a trainee that provides anappropriate element, but that was too slow or too fast in providing theappropriate element so that it would appear to a real customer as beingunnatural, and/or appeared to be/sounded nervous when providing thatelement, will not receive a “perfect” score for that element. Inaddition, optionally the trainee will be graded on how closely the textof the element(s) recited by the trainee matches that provided to thetrainee on the answer screens, which matches the key elements on thestudy screens.

Optionally, a countdown timer is set to a certain value during achallenge response period and the trainee has to initiate the challengeresponse before the timer reaches a certain point (e.g., 0 seconds). Thecurrent countdown time can be displayed to trainee in a “seconds”format, and/or in other formats related to how much time is remaining(e.g., green for a first amount of time, yellow for a second amount oftime, and red for a third amount of time). Optionally, a count-up timeis provided, which starts at 0 seconds, and counts up until the traineebegins substantively responding to the challenge, at which point thetimer is stopped and displays (e.g., in seconds) how long it took forthe trainee to begin to respond. Optionally, the trainee's score isbased on the timer value at the time the trainee provided the response.Optionally, a potential score is displayed which is decremented as thetimer counts down, and the trainee is assigned the score displayed whenthe trainee provides the response. Optionally, the trainee, a systemoperator/author/designer and/or the facilitator can set the initialcountdown time and/or the rate of the score reduction. Optionally, thetrainee and/or facilitator can reset or change the timer value inreal-time or otherwise.

Optionally, key elements for correct answers will be in the “correctorder/sequence”. That is, what the client and/or training implementerbelieves or has identified as the preferred presentation sequence.Optionally, the user is graded on the correctness of the sequence oftheir answer as well.

By way of illustration, if a bank employee is being trained to recommendappropriate banking services, an actor (real or simulated) may play abank customer or prospect. The trainee observes the scene, and recitesthe appropriate element(s) (e.g., key elements) at the appropriate timein response to questions asked by or information offered by the bankcustomer or prospect which may relate to banking services. For example,if the trainee is being trained to recommend and/or offer informationregarding a checking account for minors, the actor may ask questionsregarding why a minor needs a checking account, the costs associatedwith a checking account, and the risks associated with a minor having achecking account. The trainee is expected to respond to the customerquestions/information with the element(s) (e.g., the key elements)taught during the study session. Optionally, the trainee is notpermitted to refer to notes or other materials (e.g., printed materials,such as books or course handouts) during the testing phase. Thetrainee's response may be observed (e.g., listened to and/or viewed) insubstantially real-time by the trainer. Optionally, the trainee'sresponse is recorded (e.g., a video and/or audio recording) by theterminal or other system for later playback by a trainer and/or thetrainee, and/or for later scoring, and/or for voice recognition whichcan be used to reveal how well the user is doing with respect to thereviewing and scored challenges user interfaces.

The score may be entered by the trainer into a scoring field presentedvia the trainer terminal and/or certain scores may be enteredautomatically by the system. In an example embodiment, the scores areentered and stored in computer memory substantially immediately afterthe trainee provides a verbal challenge response (e.g., within 0.2seconds or less, 0.5 seconds, 1 second, 15 seconds, 30 seconds, or 60seconds, etc.). Optionally, several scoring fields are provided so thatthe trainer can enter scores for different aspects of the trainee'sprovision of the element. For example, there may be a “correct element”field, a “time to initiate of response” field, a “level of confidence”field, a “naturalness of response” field, etc. Optionally, the field mayenable the trainer to enter (or select) a number score (e.g., 1-5), aletter score (e.g., A-F), a phrase (e.g., excellent, good, fair, poor),or other score. Optionally, scoring icons (e.g., circular scoring icons)are provided on the answer screens. The facilitator will click on ascoring icon to provide the trainee a point (or other score) foridentifying a key element. When the facilitator clicks on a scoringicon, the icon, optionally originally white, will optionally turn greento signify the user has correctly identified a key element. Othercolors/indicators can be used as well. If the facilitator clicks onthese scoring icons in error, they have the option of re-clicking on thescoring icon(s) (or otherwise correcting the scoring error). This willoptionally return the icon to white and no points will be calculated.

Optionally, the system automatically scores one or more aspects of thetrainee's performance. For example, the system can determine (e.g., viasound received via a microphone coupled to the trainee terminal, whereininput received via the microphone is translated into a digital value) ifthe user correctly stated all the relevant key elements, identify thosekey elements the user failed to state or stated incorrectly, andgenerate a corresponding score. By way of further example, the systemcan determine/measure how long it takes the trainee to begin providingan element after a “challenge” (optionally as identified to the trainingsystem via associated metadata), and score the speed of initiating ofthe trainee's response and/or provide the actual elapsed time betweenthe challenge and the trainee's response and/or present the elapsed timeto the trainer. The scoring of the correctness/completeness of theresponse, the immediacy of response, and the user's confidence, ratherthan solely providing a blended score of the three, aids theuser/trainer in better understanding more precisely the precise learningand performance deficits of the trainee. The trainer can also providetextual/verbal comments (or optionally select predefined commentspresented to the trainer via a user interface) regarding the traineesconfidence and the naturalness of the trainees response. For example,the trainer's user interface can include a text field via which thetrainer can enter comments.

Optionally, scoring can be by each sub-category or for a total category.If for a total category, a final combined score from sub-categories ispresented (e.g., automatically presented or in response to a trainercommand).

Optionally, a best to worst rank order scoring (or worst to best rankorder scoring) by sub-categories will be presented. This will allow theuser/facilitator to know where to focus subsequent training based uponstrengths and weaknesses. Optionally, the specific sub-category thatshould be studied/repeated is displayed. Optionally, theuser/facilitator can limit the scoring report so that only the scoresfor those sub-categories that the user needs further training on (e.g.,as determined by the system based on the failure of the user to score atleast a certain specified threshold) are reported to theuser/facilitator.

Optionally, during the tested portion of the training session, differentchallenges will be repeated a different number of times. Optionally, theselection of the challenges to be repeated and/or the repeat rate arerandom or pseudo random. Optionally, the more significant or otherwiseselected challenges are weighted so that they are or tend to be repeatedmore often than those challenges that are considered less significant.This weighting promotes the testing of more significant and/or moredifficult to acquire skills/information. Optionally, the system isconfigured (e.g., by the trainee, facilitator or author/designer) torepeat a single scored challenge a specified number of times to therebyfocus the trainee on that scored challenge.

Optionally, after the trainee has provided an answer (e.g., after theanswer has been scored and/or after the trainee has completed a moduleor tested training portion thereof), the trainee is presented with amodel answer, with the corresponding element displayed and/orverbalized. When verbalized, optionally the verbalization is providedwith a natural, confident sounding voice that the user should be able toemulate. Optionally, the key elements provided in the answers arebolded, highlighted, underlined, or otherwise visually emphasized ascompared to the sentence/phrase structure in which they areincorporated. The key elements provided in the model answer areoptionally role modeled, verbalized, with the text of the key elementsappearing in a super-imposed manner as they are verbalized, forcognitive and behavioral embedding purposes. The text super-impositionsare optionally highlighted as they are displayed.

Optionally, the model answer is automatically presented and/or ispresented in response to a trainee instruction (e.g., issued via a userinterface presented via the trainee terminal). Optionally, first the keyelement is displayed, and then the model answer is provided (e.g.,textually and/or verbalized) with the key element still displayed. Wherethere is more than one element, optionally the key elements areintroduced one at a time, until all the relevant key elements aredisplayed. The revealed key elements correspond to the model answer.Optionally, the trainee can take notes while the key element and modelanswer are presented.

Optionally, the more significant elements are weighted (e.g., by aperson crafting the training) so that the more significant elements areor tend to be repeated more often than those elements that areconsidered less significant. The weightings can be stored in computerreadable memory and optionally automatically applied by the system.Optionally, a trainer/administrator can manually instruct, via a userinterface control, that one or more selected challenges are to berepeated (e.g., in a non-randomized fashion).

Optionally, if the user scores at least a predetermined or otherthreshold (e.g., “four out of five” “two out of three”, “eight out ofnine” or other threshold) with respect to a certain score (e.g., a keyelements score, explained in greater detail below), then an automaticlinkage is provided to another category (e.g., the Product/Service Usagecategory) so that the linked to category will next be tested. Likewise,if the user score meets a certain threshold (e.g., “four out of five”)in the Product/Service Usage category, there would be an automaticlinkage to still another category (e.g., the Product/Service Objectionscategory). Optionally, if the user fails to meet a designated threshold,additional and/or repeated challenges within the current category arepresented to further drill the user in the current category until theuser's score improves to meet the threshold (or another specifiedthreshold).

Optionally, if the user did not score at least a specified threshold(e.g., “four out of five”) in a category, the user needs to repeat therelated study and scored challenges sections until the user scores thespecified threshold before they are able to proceed to the nextcategory.

By way of example, if a user successfully responds to Product/ServiceUsage challenges, the user is then automatically (or in response to auser action) presented with “dealing with angry customers/customercomplaints” challenges. If, the user successfully responds to the“dealing with angry customers/customer complaints”, the user thenautomatically proceeds to “waiving fees or service charges” challenges.Upon successfully responded to the “waiving fees or service charges”challenges, the user is then automatically (or in response to a useraction), presented with “offering upgraded service” challenges, and fromthere to “background on the company” challenges, and so forth.

Optionally the scores for two or more aspects of trainee's provision ofa key element (which will sometimes be referred to as an “answer”) maybe combined into a single score (e.g., as an average score, which isoptionally weighted). For example, if the trainee received a score of 5for verbalizing the key elements, a score of 2 for speed of initiatingthe response, and a score of 3 for the trainee's confidence, an averagescore of 3.33 may be calculated and assigned to the trainee's answer.Different aspects of the trainee's provision of an element can beassigned corresponding different weightings. By way of example, thecombined score can be calculated using the following weighted averageformula (although other formulas may be used as well).

-   -   TotalMaximumScore((W₁Score₁/MaximumPossible₁)+    -   W_(n−1)(Score_(a−1)/MaximumPossible_(n−1)) +    -   W_(n)(Score_(n/)/MaximumPossible_(n)))

Where TotalMaximumScore is the maximum score that can be awarded for theanswer, W is the weighting for a corresponding aspect of the answer,Score is the score awarded for a corresponding aspect, andMaximumPossible is the maximum possible score that can be assigned forthe corresponding aspect.

For example, using the above formula, if the correctness of thetrainee's answer is assigned a weighting of 0.5, and timing ofinitiating response and confidence are each assigned a weighting of0.25, then if the trainee received a score of 5 out of 5 forappropriateness/correctness of the element, a score of 2 out of 5 forthe speed with which the user initiated a response to the challenge, anda score of 3 out of 5 for the trainee's confidence, the systemcalculates and assigns to a the trainee's answer a score of 3.75 out ofa maximum of 5.

A total score can be assigned for multiple answers provided by thetrainee using an average, a weighted average, or other calculation basedon the scores received for individual answers and/or aspects thereof.Optionally, the score for a given answer and the current total isautomatically calculated in substantially real time as the traineesubmits answers (or fails to submit answers), with the running totaldisplayed via the trainer terminal and/or the trainee terminal.Optionally, at the end of a training session, the training systemprovides the scores to the trainer and/or the trainee via an electronicand/or hardcopy report generated by the system.

As similarly discussed above, challenges can relate to comparisons, suchas comparisons of product/services, people, places, etc. By way ofillustration, the comparisons can include comparisons ofproducts/services offered by the user's employer, comparisons ofproducts/services offered by the user's employer with products/servicesof another company or other entity, and/or products and services of twoor more other entities other than the user's employer. For example, achallenge can be a question regarding two different products orservices, such as:

“What is the difference between a credit card and a debit card?”

“How does an adjustable rate mortgage loan compare with a fixed ratemortgage loan?”

“How does your higher price vacuum cleaner compare with your economymodel?”

“How does the sports version of this car compare with the standardversion?”

“How does your product compare with that of your competitors?”

“Why is your product more expensive than that of your competitor?”

“How does the service compare at the following three hotel chains?”

In this example, the system presents a user interface to the traineethat informs the trainee regarding the subject matter of the trainingsession. For example, the system can be used to train a sales and/orservice person in a particular industry (e.g., banking, finance, travelagency, automobile sales person, telephony, utilities, etc), train aperson on how to relate in a personal situation (e.g., with a spouse,child, sibling, parent, girlfriend/boyfriend, etc.), train a person withrespect to academic knowledge, or for other purposes.

Thus, by way of illustration, a trainee may be informed that thetraining session provides training with respect to credit cards forminors. By way of further illustration, the training may be intended totrain a user in how to respond to a more open-ended question. Forexample, a question or comment may relate to a customer's or prospect'smarital status, health, a trip, a residence, and/or a child. The systemcan train the trainee how to respond to such questions or comments,which can take the following example forms:

“I am getting a divorce (or other life event), what should I do?”;

“I am getting married this summer and a need a loan to pay for thewedding”;

“We are planning to take a cruise, do you have any recommendations onhow to finance it?”;

“We are planning to remodel our house, what type of loans do youoffer?”;

“How should we be saving money for our child's future education?”

The training optionally trains the user to overcome objections to acourse of action proposed by the trainee to a customer/prospect. By wayof still further example, the training may be intended to train the userin how to handle a customer that comes in with a service complaint(e.g., “The product does not work as described” or “Why weren't my fundstransferred as instructed?”).

The training system optionally provides academic training related tosubject matter taught in an a school or employer classroom setting, orotherwise (e.g. “Who are the first five Presidents of the United States;“List, in order, the 10 steps that need to be taken in order to approvea loan request”; “Who should you first attempt to contact in the eventthere has been a work accident”, etc.). By way of further example, thetraining can be related to math, history, English, a foreign language,computer science, engineering, medicine, psychology, proper proceduresat a place of employment, etc. Thus, for example, the training is notnecessarily related to interaction with or challenges from anotherperson, such as a customer, prospect, or family member. The academictraining can be used to reinforce training previously provided to thetrainee.

By way of example, the challenges may include one or more of thefollowing elements and/or other elements:

-   -   facts regarding the subject matter at hand that the trainee will        be expected to know and provide to a customer/prospect;    -   questions the trainee will be expected to ask of a person (e.g.,        of a customer/prospect, wherein the trainee is a customer        service person, in order to determine that customer's needs        and/or wants);    -   social conversation intended to put another person at ease        and/or to establish a sense of trust.

Before presenting the actual training user interfaces, the systemoptionally provides text, audio, and/or video instructions to the userthat explain the purpose of the selected training module, how the useris to interact with the training program, the scoring process, and/orother information.

In this example, the trainee is also informed of the different stages ofa training session. For example, the trainee is informed that studyscreens (also referred to as user interfaces) will be available, whereinthe trainee is provided with key or other elements that the trainee willbe expected to know and utilize during the “tested” portion of trainingsession. The trainee is further informed that after the study screen(s),the tested portion will begin. The study screens/user interfacesoptionally include text, an audible verbalization of the text, and/or avideo or animated figure synchronized with the verbalization.

Several of the study screen(s) are intended to familiarize the traineewith the elements and optionally, only the key elements that are to betested to educate the trainee and/or so that the trainee will not feelthat they are unfairly tested. The training will be in the form ofchallenges that the trainee is asked to respond to. To overcome orsuccessfully respond to these challenges, there are certain elements(e.g., key elements) that the trainee has to state. Several of the studyscreen(s) will provide the trainee with the key elements necessary inresponding to the challenges. In an example embodiment, clients (e.g.,employers of trainees) have the option of deciding on the key elementsthe trainees should be tested upon and/or theoperators/creators/designers of the training system will make thesedecisions. This enables expectations to be aligned with the trainingbeing provided to users.

Optionally, one or more of the study screens may be automatically ormanually (e.g., by the trainer, user, and/or a systemoperator/author/designer) turned off for one or more training sessionsfor a given user. For example, if the user has already viewed a givenstudy screen, a bypass control (e.g., a button or link) is optionallyprovided on the trainee and/or trainer user interface prior todisplaying the study screen(s), which, when activated causes the studyscreen(s) to be skipped. A facilitator may elect to activate the by-passbutton because the user should already know what the study key elementsare based upon prior training. Thus, the user can proceed directly tothe scored challenges session.

There may be other reasons for bypassing or not presenting a given studyscreen. For example, not presenting the study screen(s) providesadvanced real-world “stress testing”, where when dealing with aperson/persons who verbalize a challenge, the recipient of the challengetypically does not have an opportunity to refer to “Study” materials.Not presenting the study screen (e.g., at pre-determined times orrandomly) can be part of a “surprise attack” session, which makes thedrilling more exciting, and keeps a trainee more alert. In addition,turning off the study screen(s) prior to a scored session enables thesystem to “pre-test” users' knowledge base before they are able toobserve study key element screens. Thus, turning off study screens canserve as a motivator to the user if their score is sub-par, as well asto establish performance baselines. The performance baseline scoring canbe compared with scoring after the user has viewed the study screens toprovide the user/trainer/company with “before and after” evidence ofprogress.

For example, with respect to product descriptions and product usage,there may be five key elements for product descriptions and five keyelements for product usage, but many more elements, benefits andfeatures listed based upon a company's brochures, Web sites and otherproduct informational sources, let alone internal communications.

By way of example, the challenges may include one or more of thefollowing elements and/or other elements:

Challenges (e.g., questions, assertions, statements of facts or allegedfacts) by customers, prospects, employees, managers, family members,other people, etc.

-   -   facts regarding the subject matter at hand that the trainee will        be expected to know and provide to a customer/prospect;    -   questions the trainee will be expected to ask of a person (e.g.,        of a customer/prospect, wherein the trainee is a customer        service person, in order to determine that customer's needs        and/or wants);    -   social conversation intended to put another person at ease        and/or to establish a sense of trust;    -   and/or other challenges, including other challenges discussed        herein.    -   Optionally, because of the digital nature of the information        “reservoirs”, the system enables a company to alter/adapt/change        key elements based upon real world realities. For example, if it        is discovered that the five existing key elements to answering a        particular challenge are not as effective as a different set of        key elements in the real world (even a change in a single key        element), then the key elements for this particular objection        are changed accordingly to match experiential realities.        -   Speed to market        -   Some Challenges may be time limited with respect to the real            world

It may be advantageous in certain instances to emphasize or only trainusers with respect to certain more important elements (e.g., keyelements) as it is recognized that most users will only be able tomemorize verbalizations for a limited number of elements, and receiversof information will only be able to process a limited number ofelements/messages. Notwithstanding the foregoing, other elements mayoptionally be mentioned on the study screens.

Optionally, different challenges are repeated different numbers oftimes. Optionally, the selection of the challenges to be repeated and/orthe repeat rate are purposely random or pseudo random to mimic the realworld experience and to prevent rote memorization. Optionally, the moresignificant elements are weighted (e.g., by a person crafting thetraining) so that the more significant elements are or tend to berepeated more often than those elements that are considered lesssignificant. The weightings can be stored in computer readable memoryand optionally automatically applied by the system. Optionally, thetrainer can manually instruct, via a user interface control, that one ormore select challenges are to be repeated (e.g., in a non-randomizedfashion).

Challenges/Key Elements

The challenges may be presented as displayed text, as part of a roleplaying scenario (e.g., where the user is presented with a scenarioinvolving an animation or person playing an appropriate role, whichpresents the opportunity for the trainee to state/provide the elements),with the elements presented audibly, textually (optionally in an overlayover the video portion), and/or otherwise.

The elements may be those considered by the trainee's management to bemore significant or key so that the trainee is not overly burdened withhaving to remember all related elements (which can optionally beaccessed instead during a real-life interaction via a computer orotherwise, after the trainee has built credibility and trust with anactual customer or prospect, wherein the credibility and trust is theresult, at least in part of the trainee's ability to respond withouthaving to read from a list, manual, brochure, etc).

Optionally, the trainee's management or other authorized personnel canspecify, select, or modify the elements as desired. By optionallyplacing the burden on the trainee's management/employer to identify themore significant elements, they are encouraged to better understand andidentify what is expected from employees performing a given jobfunction.

Certain example embodiments teach and train a user to utilizeinformation and skills in a simulated real-world environment. Forexample, a user provides verbalized responses that engender relativelyinstant feedback. Users are optionally trained to provide information,respond to objections, and/or ask questions as appropriate,automatically or almost automatically, without undesirable pauses.Optionally, users are scored based on their retention of theinformation, and their ability to provide the information to others in anatural, confident manner. Thus, certain embodiments aid users ininternalizing and behaviorally embedding information and skills learnedduring training. Furthermore, certain embodiments of the invention serveas a coaching and self-coaching tool.

Example embodiments will now be described with reference to stilladditional figures. Throughout the description herein, the term “Website” is used to refer to a user-accessible network site that implementsthe basic World Wide Web standards for the coding and transmission ofhypertextual documents. These standards currently include HTML (theHypertext Markup Language) and HTTP (the Hypertext Transfer Protocol).It should be understood that the term “site” is not intended to imply asingle geographic location, as a Web or other network site can, forexample, include multiple geographically distributed computer systemsthat are appropriately linked together. Furthermore, while the followingdescription relates to an embodiment utilizing the Internet and relatedprotocols, other networks, such as networks of interactive televisionsor of telephones, and other protocols may be used as well.

In addition, unless otherwise indicated, the functions described hereinare preferably performed by executable code and instructions stored incomputer readable memory and running on one or more general-purposecomputers. However, the present invention can also be implemented usingspecial purpose computers, other processor based systems, statemachines, and/or hardwired electronic circuits. Further, with respect tothe example processes described herein, not all the process states needto be reached, nor do the states have to be performed in the illustratedorder. Further, certain process states that are described as beingserially performed can be performed in parallel.

Similarly, while certain examples herein may refer to a user's personalcomputer system or terminal, other terminals, including other computeror electronic systems, can be used as well, such as, without limitation,an interactive television, a networked-enabled personal digitalassistant (PDA), other IP (Internet Protocol) device, a cellulartelephone or other wireless terminal, a networked game console, anetworked MP3 or other audio device, a networked entertainment device,and so on.

Further, the description herein may refer to a user pressing or clickinga key, button, or mouse to provide a user input or response, the userinput can also be provided using other apparatus and techniques, suchas, without limitation, voice input, touch screen input, light peninput, touch pad input, and so on. Similarly, while the descriptionherein may refer to certain messages or questions being presentedvisually to a user via a computer screen, the messages or questions canbe provided using other techniques, such as via audible or spokenprompts.

One example embodiment utilizes a computerized training system toenhance a trainee's listening comprehension using some or all of theprocesses discussed above. For example, the training can be deliveredvia a terminal, such as a stand-alone personal computer, a networkedtelevision, a personal digital assistant, a wireless phone, aninteractive personal media player, other entertainment system, etc. Thetraining program may be loaded into the user terminal via a computerreadable medium, such as a CD ROM, DVD, magnetic media, solid statememory, or otherwise, or downloaded over a network to the personalcomputer.

By way of further example, the training program can be hosted on aserver and interact with the user over a network, such as the Internetor a private network, via a client computer system or other terminal.For example, the client system can be a personal computer, a computerterminal, a networked television, a personal digital assistant, awireless phone, an interactive personal media player, or otherentertainment system. A browser or other user interface on the clientsystem can be utilized to access the server, to present training media,and to receive user inputs.

The example training system presents a scenario, such as that discussedabove, to a user via a terminal, such as a personal computer orinteractive television. The scenario can be a pre-recorded audio and/orvideo scenario including one or more segments. The scenario can involvea single actor or multiple actors (e.g., a human actor or an animatedcharacter) reading a script relevant to the field and skill beingtrained. For example, the actors may be simulating an interactionbetween a bank teller or loan officer and a customer. By way of furtherexample, the simulated interaction can instead be for in-person andphone sales or communications. By way of still further example, theactors may be simulating an interaction between a parent and a child.Optionally, rather than using a person to read a script, thepre-recorded scenario can involve a real-life unscripted interaction.

FIG. 1 illustrates an example networked training system including aWeb/application server 110, used to host the training applicationprogram and serve Web pages, a scenario database 112, that storesprerecorded scenario segments, and a user database 114 that stores useridentifiers, passwords, training routines for corresponding users (whichcan specify which training categories/scenarios are to be presented to agiven user and in what order), training scores, recordings of trainingsessions, and user responses provided during training sessions. Thetraining system is coupled to one or more trainee user terminals 102,104, and a trainer terminal 106 via a network 108, which can be theInternet or other network. The server 110 and/or one or more of theterminals 102, 104, and 106, can include a voice recognition systemconfigured to recognize and convert human speech received via amicrophone or otherwise to computer understandable characters.Optionally, the server 110 and/or one or more of the terminals 102, 104,and 106, are configured to determine from such converted human speechwhen a user has begun speaking (e.g., providing a challenge response),and/or whether the user has provided correct answers (e.g., by comparinga challenge response from the user to reference or model challengeresponse and/or to corresponding key elements). The speech recognitionis configured to distinguish between substantive speech and disfluencies(e.g., “um,” “ah”, etc.). Thus, for example, when measuring the timefrom the end of a challenge until the user begins responding, the systemwill not identify a disfluency as the beginning of a response. Otherforms of initial “hesitation” speech, such as “well, you see”, are alsonot identified as the beginning of a response. Optionally, a file isstored in system memory of words and/or phrases that if uttered before asubstantive response, are not identified as the beginning of a response.

Optionally, the system includes an ear piece/headphone apparatus whichcan be utilized for more private/quiet training. For example, in orderto prevent the vocalization by the characters are not heard by other,the user can listen via the headset, with the system speakers muted oreliminated. Additionally, optionally an operating or a non-operatingmicrophone is coupled to the headset so that others that are in earshotof a user (for example, customer, prospects, siblings, etc.) perceivethat the user is speaking to an actual telephone by telephone orotherwise, rather than engaging in training. This has proven effectivein environments where the user is training with others present, andfurther solves the problem of potential embarrassment for the user andor/for confusion for others who are unfamiliar with the training system.Of course, optionally, users can utilize the headset even inenvironments where others are not present and or where they would beseen or heard using the system. Additionally, if the user works in acall center as their job function, wearing a headset simulates theuser's real world environment.

Thus, as discussed above, certain embodiments teach and train a user toutilize information and skills in a simulated real-world environment.The user optionally undergoes extensive testing, where their performanceis scored based on their retention of the information, and their abilityto verbally provide the information to others correctly, with littlehesitation, and confidently. Thus, the training system aids users ininternalizing and behaviorally embedding information and skills learnedduring training. Users are optionally trained to provide information,respond to objections, and/or ask questions, etc., as appropriate almostautomatically, without undesirable pauses and with confidence. By doingso, they are performing with fluency.

Reference in this specification to “one embodiment” or “an embodiment”means that a particular feature, structure, or characteristic describedin connection with the embodiment is included in at least one embodimentof the disclosure. The appearances of the phrase “in one embodiment” invarious places in the specification are not necessarily all referring tothe same embodiment, nor are separate or alternative embodimentsmutually exclusive of other embodiments. Moreover, various features aredescribed which may be exhibited by some embodiments and not by others.Similarly, various requirements are described which may be requirementsfor some embodiments but not other embodiments.

The terms used in this specification generally have their ordinarymeanings in the art, within the context of the disclosure, and in thespecific context where each term is used. Certain terms that are used todescribe the disclosure are discussed below, or elsewhere in thespecification, to provide additional guidance to the practitionerregarding the description of the disclosure. For convenience, certainterms may be highlighted, for example using italics and/or quotationmarks. The use of highlighting has no influence on the scope and meaningof a term; the scope and meaning of a term is the same, in the samecontext, whether or not it is highlighted. It will be appreciated thatsame thing can be said in more than one way.

Consequently, alternative language and synonyms may be used for any oneor more of the terms discussed herein, nor is any special significanceto be placed upon whether or not a term is elaborated or discussedherein. Synonyms for certain terms are provided. A recital of one ormore synonyms does not exclude the use of other synonyms. The use ofexamples anywhere in this specification including examples of any termsdiscussed herein is illustrative only, and in no way limits the scopeand meaning of the disclosure or of any exemplified term. Likewise, thedisclosure is not limited to various embodiments given in thisspecification.

Without intent to limit the scope of the disclosure, examples ofinstruments, apparatus, methods and their related results according tothe embodiments of the present disclosure are recited herein. Note thattitles or subtitles may be used in the examples for convenience of areader, which is in no way intended to limit the scope of thedisclosure. Unless otherwise defined, all technical and scientific termsused herein have the same meaning as commonly understood by one ofordinary skill in the art to which this disclosure pertains. In the caseof conflict, the present document, including definitions will control.

In one or more example embodiments, the functions, methods, algorithms,and techniques described herein may be implemented in hardware,software, firmware (e.g., including code segments), or any combinationthereof. If implemented in software, the functions may be stored on ortransmitted over as one or more instructions or code on acomputer-readable medium. Tables, data structures, formulas, and soforth may be stored on a computer-readable medium. Computer-readablemedia include both computer storage media and communication mediaincluding any medium that facilitates transfer of a computer programfrom one place to another. A storage medium may be any available mediumthat can be accessed by a general purpose or special purpose computer.By way of example, and not limitation, such computer-readable media cancomprise RAM, ROM, EEPROM, CD-ROM or other optical disk storage,magnetic disk storage or other magnetic storage devices, or any othermedium that can be used to carry or store desired program code means inthe form of instructions or data structures and that can be accessed bya general-purpose or special-purpose computer, or a general-purpose orspecial-purpose processor. Also, any connection is properly termed acomputer-readable medium.

For a hardware implementation, one or more processing units at atransmitter and/or a receiver may be implemented within one or morecomputing devices including, but not limited to, application specificintegrated circuits (ASICs), digital signal processors (DSPs), digitalsignal processing devices (DSPDs), programmable logic devices (PLDs),field programmable gate arrays (FPGAs), processors, controllers,micro-controllers, microprocessors, electronic devices, other electronicunits designed to perform the functions described herein, or acombination thereof.

For a software implementation, the techniques described herein may beimplemented with code segments (e.g., modules) that perform thefunctions described herein. The software codes may be stored in memoryunits and executed by processors. The memory unit may be implementedwithin the processor or external to the processor, in which case it canbe communicatively coupled to the processor via various means as isknown in the art. A code segment may represent a procedure, a function,a subprogram, a program, a routine, a subroutine, a module, a softwarepackage, a class, or any combination of instructions, data structures,or program statements. A code segment may be coupled to another codesegment or a hardware circuit by passing and/or receiving information,data, arguments, parameters, or memory contents. Information, arguments,parameters, data, etc. may be passed, forwarded, or transmitted via anysuitable means including memory sharing, message passing, token passing,network transmission, etc.

Although embodiments have been described with reference to specificexemplary embodiments, it will be evident that the various modificationand changes can be made to these embodiments. Accordingly, thespecification and drawings are to be regarded in an illustrative senserather than in a restrictive sense. The foregoing specification providesa description with reference to specific exemplary embodiments. It willbe evident that various modifications may be made thereto withoutdeparting from the broader spirit and scope as set forth in thefollowing claims. The specification and drawings are, accordingly, to beregarded in an illustrative sense rather than a restrictive sense.

1. (canceled)
 2. A training system configured to train a user,comprising: a server comprising a hardware computing device; a networkinterface coupled to the server; a tangible, non-transitory,computer-readable medium having computer-executable instructions storedthereon that, when executed by the server, cause the training system toperform operations comprising: for a challenge, that includes astatement or question regarding a subject that a user is to be trainedto respond to, instantiate a learning session and a practice session,wherein: the learning session includes: a first section configured totrain, using text, the user in how to respond to the challenge, and asecond section, configured to train the user, using an audio videopresentation, to respond to the challenge, generate for display on auser terminal during the first section a first user interface configuredto present via text: one or more guideline language constructs thatprovide a model answer to the challenge, wherein when there is aplurality of guideline language constructs, the guideline languageconstructs, comprising text, are positioned and rendered so that eachguideline language construct is spaced apart from at least one otherguideline language construct, and wherein a given guideline languageconstruct includes: a key element; and contextual language in which thekey element is embedded, wherein computer-executable instructions areconfigured to cause the key element to be rendered so as to be visuallydistinguished via a rendered attribute not present in the contextuallanguage; generate for display on the user terminal during the secondsection a second user interface configured to present: a textualrepresentation comprising key elements previously presented via thefirst user interface; an audio video presentation of a first animatedavatar audibly presenting guideline language constructs, including keyelements, previously presented via the first user interface, wherein thefirst animated avatar's lips, facial expression, and gestures areanimated to provide a simulation of a human while being visuallydistinguishable as an animation rather than a real person and whereinthe first avatar has lip motions at least substantially synchronizedwith the audibly presented key elements; generate for display, inresponse to at least one user action, on the user terminal userinterfaces associated with a scored challenge session configured to testthe user with respect to the challenge, wherein the scored challengeuser interfaces comprise: an avatar audibly presenting the challenge,wherein the avatar has lip motions at least substantially synchronizedwith the audible challenge, and wherein the user is to audibly respondto the challenge by at least presenting corresponding key elements; ascoring interface for the challenge, the scoring interface configured toreceive and/or provide scoring information comprising: how accuratelythe user audibly presented the key elements corresponding to thechallenge audibly presented by the avatar; how confident the user seemedwhen audibly, verbally responding to the challenge audibly presented bythe avatar.
 3. The system as defined in claim 2, wherein the system isconfigured to: generate an avatar design interface that enables anavatar designer to provide an avatar specification, the avatarspecification specifying for an avatar comprising: hair style, haircolor, skin color, facial characteristics, clothing, receive the avatarspecification via the avatar design interface, generate a sceneincluding an animation of the specified avatar with the specified avatarhair style, hair color, skin color, facial characteristics, andclothing.
 4. The system as defined in claim 2, wherein the system isfurther configured to use a formula to generate a cumulative score usingat least: a score related to correctness and/or completeness of thechallenge response; and a score related to how quickly the userinitiated the challenge response.
 5. The system as defined in claim 2,wherein the system is configured to size and position the plurality ofguideline language constructs displayed via the first user interface sothat they are displayed together.
 6. The system as defined in claim 2,wherein the system further comprises a voice recognition systemconfigured to: detect when the user has begun responding to thechallenge, halt a response timer in response to detecting that the userhas begun responding, perform voice recognition of user audible, verbalresponses, and visually emphasize respective key elements the usercorrectly stated and/or respective key elements the user incorrectlystated or did not state at all.
 7. The system as defined in claim 2,wherein the system further comprises a voice recognition systemconfigured to detect when the user begins responding and convert theuser's verbal challenge responses to machine readable characters,compare the machine readable characters to text corresponding to areference version of the key elements, and determine which key elementsthe user correctly recited.
 8. A computer implemented method, the methodcomprising: generating for display during a first section of a firstlearning session a first user interface configured to present via text:one or more guideline language constructs that provide a model answer toa challenge that includes a statement or question regarding a subjectthat a user is to be trained to respond to, wherein when there is aplurality of guideline language constructs, the guideline languageconstructs, comprising text, are positioned and rendered so that eachguideline language construct is spaced apart from at least one otherguideline language construct, and wherein a given guideline languageconstruct includes: a key element; and contextual language in which thekey element is embedded, wherein computer-executable instructions areconfigured to cause the key element to be rendered so as to be visuallydistinguished via a rendered attribute not present in the contextuallanguage; generating for display a second user interface configured topresent: a textual representation comprising key elements previouslypresented via the first user interface; an audio video presentation of afirst animated avatar audibly presenting guideline language constructs,including key elements, previously presented via the first userinterface, wherein the first animated avatar's lips, facial expression,and gestures are animated to provide a simulation of a human while beingvisually distinguishable as an animation rather than a real person andwherein the first avatar has lip motions at least substantiallysynchronized with the audibly presented key elements; generating fordisplay in response to at least one user action a presentation on theuser terminal user interfaces associated with a scored challenge sessionconfigured to test the user with respect to the challenge, wherein thescored challenge user interface includes: an avatar audibly presentingthe challenge, wherein the avatar has lip motions at least substantiallysynchronized with the audible challenge, and wherein the user is toaudibly respond to the challenge by at least presenting correspondingkey elements; a scoring interface for the challenge, the scoringinterface configured to receive and/or provide scoring informationcomprising: how accurately the user audibly, verbally presented the keyelements corresponding to the challenge audibly presented by the avatar;how confident the user seemed when audibly, verbally responding to thechallenge audibly presented by the avatar.
 9. The method as defined inclaim 8, the method further comprising: generating an avatar designinterface that enables an avatar designer to provide an avatarspecification, the avatar specification specifying for an avatarcomprising: hair style, hair color, skin color, facial characteristics,clothing, receiving the avatar specification via the avatar designinterface; and generating a scene including an animation of thespecified avatar with the specified avatar hair style, hair color, skincolor, facial characteristics, and clothing.
 10. The method as definedin claim 8, the method further comprising: generating a cumulative scoreusing, for a given challenge response: a score related to correctnessand/or completeness of the challenge response; and a score related tohow quickly the user initiated the challenge response.
 11. The method asdefined in claim 8, the method further comprising: sizing andpositioning the plurality of guideline language constructs displayed viathe first user interface so that they are displayed together.
 12. Themethod as defined in claim 8, the method further comprising using avoice recognition system configured to: detect when the user has begunresponding to the challenge, halt a response timer in response todetecting that the user has begun responding, perform voice recognitionof user audible, verbal responses, and visually emphasize respective keyelements the user correctly stated and/or respective key elements theuser incorrectly stated or did not state at all.
 13. The method asdefined in claim 8, the method further comprising: detecting, using avoice recognition system, when the user begins responding and convertthe user's verbal challenge responses to machine readable characters;and comparing the machine readable characters to text corresponding to areference version of the key elements, and determine which key elementsthe user correctly recited.
 14. A tangible, non-transitory,computer-readable medium having computer-executable instructions storedthereon that, when executed by a computing device, cause the computingdevice to perform operations comprising: generating an avatar designinterface that enables an avatar designer to provide an avatarspecification, the avatar specification specifying for an avatar: hairstyle, hair color, skin color, facial characteristics, clothing,receiving the avatar specification via the avatar design interface;generating for display during a first section of a first learningsession a first user interface configured to present via text: one ormore guideline language constructs that provide a model answer to achallenge that includes a statement or question regarding a subject thata user is to be trained to respond to, wherein when there is a pluralityof guideline language constructs, the guideline language constructs,comprising text, are positioned and rendered so that each guidelinelanguage construct is spaced apart from at least one other guidelinelanguage construct, and wherein a given guideline language constructincludes: a key element; and contextual language in which the keyelement is embedded, wherein computer-executable instructions areconfigured to cause the key element to be rendered so as to be visuallydistinguished via a rendered attribute not present in the contextuallanguage; generating a second user interface configured to present: atextual representation comprising key elements previously presented viathe first user interface; an audio video presentation of a firstanimated avatar audibly presenting guideline language constructs,including key elements, previously presented via the first userinterface, wherein the first animated avatar corresponds to thespecification received via the avatar design interface, and wherein thefirst animated avatar's lips, facial expression, and gestures areanimated to provide a simulation of a human while being visuallydistinguishable as an animation rather than a real person and whereinthe first avatar has lip motions at least substantially synchronizedwith the audibly presented key elements; generating for display inresponse to at least one user action a presentation on the user terminaluser interfaces associated with a scored challenge session configured totest the user with respect to the challenge, wherein the scoredchallenge user interface includes: an avatar audibly presenting thechallenge, wherein the avatar has lip motions at least substantiallysynchronized with the audible challenge, and wherein the user is toaudibly respond to the challenge by at least presenting correspondingkey elements; a scoring interface for the challenge, the scoringinterface configured to receive and/or provide at least the followingscoring information: how accurately the user audibly presented the keyelements corresponding to the challenge audibly presented by the avatar.15. The computer-readable medium as defined in claim 14, the operationsfurther comprising using a formula to generate a cumulative score usingat least the following for a given challenge response: a score relatedto correctness and/or completeness of the challenge response; and ascore related to how quickly the user initiated the challenge response.16. The computer-readable medium as defined in claim 14, the operationsfurther comprising: detecting when the user begins responding to a givenchallenge; halting a response timer in response to detecting that theuser has begun responding; performing voice recognition of user audible,verbal responses; and bolding, illuminating, and/or emphasizingrespective key elements the user correctly audibly verbalized.
 17. Atraining system configured to train a user, comprising: a servercomprising a hardware computing device; a network interface coupled tothe server; a tangible, non-transitory, computer-readable medium havingcomputer-executable instructions stored thereon that, when executed bythe server, cause the training system to perform operations comprising:generate an avatar design interface that enables an avatar designer toprovide an avatar specification, the avatar specification specifying foran avatar: hair style, hair color, skin color, facial characteristics,clothing, receive the avatar specification via the avatar designinterface; generate for display during a first section of a firstlearning session a first user interface configured to present via text:one or more guideline language constructs that provide a model answer toa challenge that includes a statement or question regarding a subjectthat a user is to be trained to respond to, wherein when there is aplurality of guideline language constructs, the guideline languageconstructs, comprising text, are positioned and rendered so that eachguideline language construct is spaced apart from at least one otherguideline language construct, and wherein a given guideline languageconstruct includes: a key element; and contextual language in which thekey element is embedded, wherein computer-executable instructions areconfigured to cause the key element to be rendered so as to be visuallydistinguished via a rendered attribute not present in the contextuallanguage; generate for display a second user interface configured topresent: a textual representation comprising key elements previouslypresented via the first user interface; an audio video presentation of afirst animated avatar audibly presenting guideline language constructs,including key elements, previously presented via the first userinterface, wherein the first animated avatar corresponds to thespecification received via the avatar design interface, and wherein thefirst animated avatar's lips, facial expression, and gestures areanimated to provide a simulation of a human while being visuallydistinguishable as an animation rather than a real person and whereinthe first avatar has lip motions at least substantially synchronizedwith the audibly presented key elements; generate for display inresponse to at least one user action a presentation on the user terminaluser interfaces associated with a scored challenge session configured totest the user with respect to the challenge, wherein the scoredchallenge user interface includes: an avatar audibly presenting thechallenge, wherein the avatar has lip motions at least substantiallysynchronized with the audible challenge, and wherein the user is toaudibly respond to the challenge by at least presenting correspondingkey elements; a scoring interface for the challenge, the scoringinterface configured to receive and/or provide scoring informationcomprising: how accurately the user audibly presented the key elementscorresponding to the challenge audibly presented by the avatar.
 18. Thesystem as defined in claim 17, wherein the system is further configuredto use a formula to generate a cumulative score using at least: a scorerelated to correctness and/or completeness of the challenge response;and a score related to how quickly the user initiated the challengeresponse.
 19. The system as defined in claim 17, wherein the system isconfigured to size and position the plurality of guideline languageconstructs displayed via the first user interface so that they aredisplayed together.
 20. The system as defined in claim 17, wherein thesystem further comprises a voice recognition system configured to:detect when the user has begun responding to the challenge, halt aresponse timer in response to detecting that the user has begunresponding, perform voice recognition of user audible, verbal responses,and visually emphasize respective key elements the user correctly statedand/or respective key elements the user incorrectly stated or did notstate at all.
 21. The system as defined in claim 17, wherein the systemfurther comprises a voice recognition system configured to detect whenthe user begins responding and convert the user's verbal challengeresponses to machine readable characters, compare the machine readablecharacters to text corresponding to a reference version of the keyelements, and determine which key elements the user correctly recited.